Chapter 6: Let’s Talk about It: Black Students’ Participation in Cogenerative Dialogue in a Mathematics Classroom

The underachievement of Black students in mathematics warrants an investigation into the types of teaching and learning environments that promote student engagement. In urban schools, many teaching practices do not capitalize on students’ cultural capital. By not incorporating class-based experiences and behaviors, teachers inhibit students learning mathematics successfully (Gay, 2000; Lad-son-Billings, 1994; Leonard, Brooks, Barnes-Johnson, & Berry, 2010). To better understand marginalized students’ experiences, it is critical to highlight their perspectives of the teaching and learning in the classroom. Teachers may learn more about the teaching practices that work for their students. Cogenerative dialogue (hereafter referred to as cogen) is one approach that allows a teacher to learn from students by talking with them. The discussions can have a positive impact on Black students learning experiences (i.e., engagement, academic performance) and provide a space for conversations between teachers and students.