GENDERED TEACHER-STUDENT INTERACTIONS IN JUNIOR SECONDARY MATHEMATICS CLASSROOMS IN NIGERIA

Year 2017, Volume: 6 , 73 - 83, 31.08.2017

Zinyahs Zakkamaris Farhad Balash

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.

Keywords

Gender bias, mathematics classrooms

References

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