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Jennifer Marie Langer-Osuna

Photo of Jennifer Langer-Osuna

Jennifer Langer-Osuna

Associate Professor

Assistant: Javier Heinz

Office: Littlefield 375


Jennifer Langer-Osuna is assistant professor of mathematics education at Stanford's Graduate School of Education. Her research examines how young people develop identities as learners in collaborative mathematics classrooms, focusing in particular on the social construction of authority, influence, and marginalization among peers during student-led activity. Dr. Langer-Osuna teaches in Stanford’s Teacher Education Program (STEP) and partners with local school districts to design robust and humanizing mathematics learning experiences in diverse collaborative classrooms. She has contributed to broader federal and state mathematics education initiatives, including co-authoring new chapters in both the 2025 National Assessment of Educational Progress (NAEP) mathematics assessment framework and California’s revised CA Mathematics Framework. She is a National Academy of Education/Spencer postdoctoral fellow and co-hosted the Spencer-funded conference, Advancing Methods for the Study of Social Identities in Mathematics Education (AMSSI-Math). Dr. Langer-Osuna earned her PhD at the University of California, Berkeley and has published in leading education journals, including Journal for Research in Mathematics Education, Journal of the Learning Sciences, Journal of Educational Psychology, and Review of Research in Education.

Other Titles

Associate Professor, Graduate School of Education

Program Affiliations

CTE: Mathematics Education
Learning Sciences and Technology Design (LSTD)
Race, Inequality, and Language in Education (RILE)

Research Interests

Collaborative Learning | Curriculum and Instruction | Diversity and Identity | Elementary Education | Equity in Education | Gender Issues | Math Education | Professional Development | Race and Ethnicity | Research Methods | Standards | Teachers and Teaching | Technology and Education

See a full list of GSE Faculty research interests >

Recent Publications

Langer-Osuna, J., Munson, J., Gargroetzi, E., Williams, I., & Chavez, R. (2020). "So what are we working on?": how student authority relations shift during collaborative mathematics activity. EDUCATIONAL STUDIES IN MATHEMATICS.

Langer-Osuna, J. M., Gargroetzi, E., Munson, J., & Chavez, R. (2020). Exploring the Role of Off-Task Activity on Students' Collaborative Dynamics. JOURNAL OF EDUCATIONAL PSYCHOLOGY, 112(3), 514–32.

Gargroetzi, E. C., Chavez, R. D., Munson, J., Langer-Osuna, J. M., & Lange, K. E. (2019). Can off-task be on-track? PHI DELTA KAPPAN, 100(8), 62–66.

Jennifer Marie Langer-Osuna in the News & Media

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