Abstract
In this article, studies done on gender in Botswana's classrooms at the junior secondary level, are reported. The initial studies were more quantitative in nature, and dealt with questioning as part of classroom interaction. The studies revealed other gender related issues however, which were observed in more detail later. With the participating teachers, the findings were discussed and a plan for reform in their teaching was drawn up.
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Taole, J.K., Zonneveld, M. & Letsie-Taole, L. Gender interaction in mathematics classrooms: Reflection and transformation. Educ Stud Math 28, 263–274 (1995). https://doi.org/10.1007/BF01274176
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DOI: https://doi.org/10.1007/BF01274176