TEACHER-STUDENT INTERACTIONS WERE STUDIED IN (1) A TRADITIONAL MATHEMATICS PROGRAM, AND (2) A NEW MATHEMATICS PROGRAM BASED ON PROCEDURES ASSOCIATED WITH THE PROCESS OF DISCOVERY AND INQUIRY AND THE USE OF SYMBOLIC LOGIC. FORTY CLASSES OF REGULARLY ENROLLED FOURTH-GRADE STUDENTS PARTICIPATED IN THE STUDY. DURING OBSERVATIONS OF EACH CLASS, THE INVESTIGATORS RECORDED OCCURRENCES OF (1) MAJOR TEACHING FUNCTIONS IN THE SIX CATEGORIES OF THE PROVO CODE FOR ANALYSIS OF TEACHING, (2) QUESTIONS IN THE EIGHT CATEGORIES OF THE TEACHER QUESTION INVENTORY, AND (3) RESPONSES IN THE FIVE CATEGORIES OF THE ANALYSIS OF PATTERNS OF PUPIL RESPONSES. SIGNIFICANT DIFFERENCES WERE FOUND BETWEEN THE TEACHERS IN THE NEW MATHEMATICS PROGRAM AND THE TEACHERS OF TRADITIONAL MATHEMATICS. SIGNIFICANTLY MORE NEW MATHEMATIC TEACHERS THAN TRADITIONAL MATHEMATICS TEACHERS (1) USED ANALYSIS QUESTIONS WHICH ELICITED SPONTANEOUS RESPONSES FROM THE STUDENTS AND (2) PAID PARTICULAR ATTENTION TO CONTENT DEVELOPMENT. (JM)