Abstract:

Abstract Mathematics teachers do not remember how they interact with their students’ in mathematics classrooms and also do not have ample time to reflect and analyse their pattern of interaction with the students; however, they continue interacting differently with females and males without knowing. This study aimed to investigate teacher-student interactions at junior secondary (JS3) mathematics classroom for gender bias. Mixed method research design was employed. Two instruments were used such as Interaction for Sex Equity in Classroom Teaching (INTERSECT) with a coding sheet and interviews. Six mathematics teachers, three males and three females were observed three times each. The researchers recorded 361 interactions of 180 male and 150 female students who were present in the observed classrooms. The findings revealed that males received significantly more acceptance-intellectual interactions than females did, the female learners receive significantly more remediation– intellectual interactions than males did.

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