Interaction among people plays some vital roles in the life of individuals. This is evident in the way people relate with one-another at home, in the school, within the society, and among peer groups. In particular, the relationship between students and their teachers is expected to have a great effect on their lives. The way students learn any subject, Mathematics inclusive, will depend on the teacher’s pattern of classroom interaction. Teacher-student interaction in the classroom is a two-way process. Each participant influences the other’s behaviour; that is, the students condition their teachers’ behaviour and vice- versa. The concept of classroom interaction according to Oyedeji (1989) refers to the chain of events, which occur one after the other, each occupying a small segment of time. This includes what the teacher does that influences pupils’ learning. Study in classroom interaction is therefore a way to bridge the gap between the teacher’s good intentions for the class and the behaviour, which actually occurs in the classroom. The classroom interaction during a teaching-learning process can be verbal or non-verbal behaviours. The teacher may engage the pupils in verbal dialogue by asking questions, responding to pupils’ questions and so on. The interaction can be non-verbal like giving the pupils problems to solve, working problems on the chalkboard, or marking pupils’ work. It is a truism to say that during the teaching learning process, students’ personal and social problems in connection with their families and peer groups may hinder student-teacher interaction in the class.
Ifamuyiwa, Adebole and Lawani, Abisola
"Interaction Patterns in Mathematics Classrooms in Ogun State Secondary Schools,"
Academic Leadership: The Online Journal: Vol. 6
, Article 11.
Available at: https://scholars.fhsu.edu/alj/vol6/iss3/11