This study is part of a larger study which explores the classroom conversation: texture of teacher’s utterances in secondary school Mathematics. For this part, it uses qualitative research design of two teaching strategies on Sequence and Series (Arithmetic & Geometric Progression) in Mathematics. The qualitative method examines and interprets the observations on the texture of classroom conversation via the use of videotape and transcription. The target population for the study consist of all Senior Secondary Two (SS2) students in the public secondary schools in Lagos State. The study samples involve two SS2 students of public schools in the Badagry Local Government Area. In analysing qualitative data, descriptive statistics, mean, standard deviation, frequency counts, percentage bar chart are used. The findings of the research question show differences in the texture of the teachers’ utterances in the treatment classroom and those in the conventional classroom. It is concluded that the students’ actively participation in classroom are greatly dependent on the texture of the teacher’s utterances. It is however recommended that the Mathematics educators should spring up wide publicity of the urgency or needs for the classroom conversation to be taken into cognisance while in the Mathematics classroom.

Keywords : Texture, Conversation, Teacher’s Utterances, Mathematics Education.