Dr. Langer-Osuna is assistant professor of mathematics education at the Graduate School of Education. She received her doctorate in Cognition and Development from University of California, Berkeley and was a National Academy of Education/Spencer postdoctoral fellow. Her research focuses on student identity and engagement during collaborative mathematical activity, and the ways in which authority and influence are constructed in whole class and small group interaction. Recent work has focused on developing theoretical and analytic tools to capture the construction of marginalization and privilege in patterns of student engagement, the spread of ideas in student-led collaborative work, and the development of mathematical identities. She and has worked on issues of assessment, curriculum, and teaching at the national and state levels. Her work has appeared in the Journal for Research in Mathematics Education, Journal of the Learning Sciences, Review of Research in Education, Mathematics Teaching and Learning, ZDM, Mathematics Education Research Journal, Canadian Journal of Science, Mathematics, and Technology Education, Education Sciences, among other outlets.