The new Rwandan mathematics curriculum expects teachers to utilize technologies as an instructional tool to assist students in learning Mathematics. The purpose of this study was to assess the accessibility on ICT devices by mathematics teachers and exploring various opportunities and challenges in teaching and learning mathematics with ICT devices. A sample of 40 respondents were selected among secondary mathematics teachers and headteachers from 8 secondary schools having science combinations in Rubavu district of Rwanda by using purposive sampling technique. During data collection process, three research instruments: questionnaires and structured interviews, and observation checklist were used. Data was analyzed using descriptive statistics. On the accessibility to ICT devices by mathematics teacher, the study found out that there is adequate access to ICT devices such as computers, smartphones, scientific calculators, projectors, grading software, and little mathematics softwares regardless of how they use these ICT tools in their teaching. Furthermore the study found out that there are several benefits for using ICT in classrooms for both teachers and students. However, having access to ICT devices by mathematics teachers does ot necessarly mean that they use them in delivering their lessons due to several barriers.

Keywords: ICT, Schools, Teaching and learning Mathematics, Opportunities and Challenges