This paper investigates some challenging behaviours in senior secondary schools mathematics classes in Lagos metropolis of Lagos State of Nigeria. In making sure that children learn at appropriate age a class teacher needs to note that some behaviours are essential in establishing the conditions which promote engagement with the curriculum task set. Teachinglearning that involves challenging behaviours tends to negative activities and it affects the classroom environment as well as the educational experience for students enrolled in the lesson. Two local governments educational area were randomly selected from urban area of Lagos State for this study, which eight public senior secondary schools were selected from each, making total of sixteen senior secondary schools. Five mathematics teachers were selected from each school as subjects of the study. Teachers’ questionnaire on mathematics challenging behaviours was used for the study. Three hypotheses guided the study; and data collected were analysis with t- test and Chi square statistics. The result shows that challenging behaviours in mathematics classes are more in first year class in senior secondary schools, and boys disrupt mathematics class more than girls. Recommendations were given for future improvement.

Keywords : Challenging behaviour, Mathematics classes, Educational experience, Classroom environments, Negative activities