Dr. Langer-Osuna's research focuses on the nature of student identity and engagement during collaborative mathematical activity, and the ways in which authority and influence are constructed in interaction. Recent work has focused on developing theoretical and analytic tools to capture the construction of marginalization and privilege in patterns of student engagement, and the spread of ideas in student-led collaborative work. 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.
Ph.D., University of California, Berkeley, 2009
M.A., University of California, Berkeley, 2002
B.S. Carnegie Mellon University, University and College Honors, 1999
Since 2014.
Assistant Professor, Stanford University, 2014-current.
National Academy of Education/Spencer Postdoctoral Fellow, 2012-2014.
Assistant Professor, University of Miami, 2010-2014.
Quantitative Reasoning I, II, III
Social Interaction Analysis
Video Analysis in the Learning Sciences
Mathematics Education Research: Conducting Inquiry
© Stanford University, Stanford, California 94305.
