Abstract
In this study, 79 fourth grade boys and 76 fourth grade girls in five classrooms were compared during mathematics instruction in order to assess differences in teacher wait-time among high, medium, and low academic achievers, and to examine differences in wait-time between girls and boys. An analysis of variance indicated no significant differences among achievement levels. The t test for significance of difference in wait-time for boys and for girls indicated the teachers gave significantly more wait-time to boys than to girls. This difference could possibly have a negative effect on girls’ achievement in mathematics.
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