The purpose of this study was to understand the nature of mathematicsrnclassroom interaction. It also aimed to find out and examine factors thatrninfluence teacher-student and student-student interactions from thernSocial Constructivism and Symbolic Interactionsim perspectives.rnQualitative case study was used to carry out this study. Purposefulrnsampling was used to select eight students and one teacher from CityrnSecondery School. Data were gathered using qualitative methods throughrnpersonal observation, interviews, and field notes. The data werernexamined looking for common and distinctive ideas. Common issuesrnIrnwere identified to form themes and interpretational analysis method wasrnimplemented in analyzing the data.rnThe fmding revealed that the learning environment in City SecondaryrnSchool is highly affected by the classroom social norms. Students wererninteracting with their teachers, as well as to their peer groups accordingrnto the constituted norm. Social norm of the classroom is a significantrnfactor affecting their interaction. Besides, lack of confidence, beingrnuncertain of the answer, fear of challenges, lack of enjoyments and lackrnof motivation are among many factors affecting classroom interaction. Inrnthe classroom, it was found out that students were using differentrnmethods to initiate their interactions. These methods include putting uprntheir hands, getting up out of their seats, calling out the teacher's name,rnresponding in group, shouting together, keeping silent, and murmuringrnand gesturing