Abstract
The purpose of this study was to compare the classroom processes of girls and boys who differed in confidence in their ability to learn mathematics. The students were observed daily during their seventh-grade mathematics classes for 3 to 4 weeks. All 93 students observed (i.e., the target students) scored at or above the mean on a standardized test of mathematics achievement. Trained observers recorded characteristics of each verbal interaction between a target student and the teacher and the amount of time each target student spent on task in mathematics. Boys were involved in more public interactions with their teacher than girls were. High- and low-confidence students differed very little in their interactions with the teacher. Differences between boys and girls in their interactions with the teacher varied from classroom to classroom.
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