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Jennifer Marie Langer-Osuna

Photo of Jennifer Langer-Osuna

Jennifer Langer-Osuna

Assistant Professor

jmlo@stanford.edu

https://stiell.sites.stanford.edu

Assistant: Javier Heinz

Biography

Dr. Langer-Osuna is assistant professor of mathematics education at the Graduate School of Education. She earned her PhD at the University of California, Berkeley and was a National Academy of Education/Spencer postdoctoral fellow. Her research focuses on how students develop identities as mathematics learners in collaborative mathematics classrooms, with a focus on the construction of authority and influence among students. 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 how social identities such as race and gender shape these processes. She has worked on issues of assessment, curriculum, and teaching for Departments of Education at the state and national 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.

Other Titles

Assistant Professor, Graduate School of Education

Program Affiliations

CTE
CTE: Mathematics Education
Learning Sciences and Technology Design (LSTD)
Race, Inequality, and Language in Education (RILE)
(MA) LDT
(MA) STEP
(MS) EDS

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. 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.

Langer-Osuna, J. M. (2018). Exploring the central role of student authority relations in collaborative mathematics. ZDM-MATHEMATICS EDUCATION, 50(6), 1077–87.

Jennifer Marie Langer-Osuna in the News

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March 3, 2020
Research Stories
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October 28, 2019
Podcast
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