Teacher interactions during mathematics lessons with high achieving and other students were examined in this study. At the grade 7 level teachers interacted less frequendy and for less time with the best students. The data for the grade 10 sample were more complex. Teachers again spent less time interacting with the best students but called on them more frequently for certain interactions. Greater teacher attention given to high achieving boys compared with high achieving girls, reported in earlier research, was not replicated in this study.
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