(2103) GENDER BASED PATTERNS OF MATHEMATICS CLASSROOM INTERACTIONS IN JUNIOR SECONDARY SCHOOLS IN MOZAMBIQUE

摘要

This study intended to explore possible gender-based patterns of teacher-pupil interactions in themathematics classrooms in the context of junior secondary schools in Mozambique. To gather data,an attitude scale and a classroom observation schedule were developed and used and, it was carriedout in a natural school environment and followed a quantitative research design methodology andinvolved junior secondary school pupils and their mathematics teachers. The general result showsgender-based differences in attitudes towards mathematics and in the patterns of teacher-pupilsinteractions, with boys demonstrating more positive attitude and interacting more with theirmathematics teacher than girls. Although mathematics is an interesting and valuable subject,considering that a strong mathematical background is a prerequisite for many career and jobopportunities in this technological world of today, it is in this field that lower female participation isseen. And, in Mozambican education context, mathematics is commonly viewed as a subject thatfilters women out of opportunities in later life.