Inadequate achievement in mathematics frequently occurs especially amongst black learners, and the problem is assuming critical proportions. Tswana learners in the Mafikeng area find themselves in an educational situation that does not always promote optimal actualisation of their personal potential. One possible outcome of this situation is inadequate achievement in mathematics. The aim of this study is, inter alia, the exploration of the Tswana learner's inadequate achievement in mathematics in the Mafikeng area. This was done by administering a Diagnostic Test and a Learner's Questionnaire. The cognitive and affective facets of the Tswana learner's achievement in mathematics were measured. Our findings suggest that mathematics teaching can never be divorced from the socioeconomic context in which it is taught.