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The purpose of the present study was to explore mathematics teacher?s attitude in Mozambican secondary classrooms and its importance focuses on the possible improvement of gender equity in the teaching and learning of mathematics. The sample consisted of 9 mathematics teachers and their 672 pupils from 4 schools in Maputo. In total 344 mathematics lessons were observed being each lesson of approximately 45 minutes duration. The study identified consistent gender differences in the patterns of teacher-pupils interactions in mathematics lessons, since boys interacted more in public than girls who interacted more in private. From the findings it should be raised the teachers? awareness of gender different treatment in mathematics classrooms during teacher training either in-service or in pre-service programs.