Abstract
This study examined the teacher-student interaction patterns that were related to the low-level (LL) and high-level (HL) mathematics achievement of girls and boys. In December and in May, students in 36 fourth-grade mathematics classes completed a mathematics test containing LL and HL items from the National Assessment of Educational Progress. During January through April, observers coded the teacher-student interactions for six randomly selected students of each sex in each class. Many teacher-student interaction patterns that were related significantly to girls' mathematics achievement were unrelated to boys' mathematics achievement or were related significantly in the opposite direction. Further, teacher-student interaction patterns that predicted girls' and boys' LL achievement were not the same as those that predicted their HL achievement.
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