Purpose: International studies have emphasised the importance of effective teaching for student learning. However, few studies have investigated teaching practices in Bangladesh. The purpose of the study set out to explore the mathematics teaching behaviour of secondary school level of Bangladesh. Design/methodology/approach: A convenient sampling strategy was used to collect 502 grade nine students' perceptions from 15 mathematics classes within Dhaka Metropolitan City (DMC). A valid and reliable student questionnaire was used where the students rated their mathematics teachers' teaching behaviours identified in the dynamic model of educational effectiveness (DMEE). Findings: The findings from the quantitative analysis of the student evaluations revealed that the mathematics teachers demonstrated structuring, modelling, questioning, teacher-student interactions and teacher dealing with misbehaviours in their daily classroom teaching. Research limitations/implications: A small sample of mathematics classes were chosen in the study; hence, the findings may not be totally representative nor generalisable to the population of secondary mathematics teachers within Dhaka, Bangladesh. Practical implications: The study conducted in Bangladesh contributes to the international dimension to educational effectiveness research. The findings from the study provide partial support for teaching factors and dimensions in DMEE (Creemers and Kyriakides, 2008), and emphasise the need for further studies, particularly in cross-cultural contexts. Originality/value: This is the first study to evaluate teaching behaviours of secondary mathematics teachers through students' perceptions in Bangladesh. It contributes important insights about teaching behaviours to inform the development of evidence-based policy and practice on quality teaching in the region.