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Jennifer Marie Langer-Osuna

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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 learners in collaborative mathematics classrooms, with a focus on the construction of authority, influence, and marginalization among peers. Dr. Langer-Osuna teaches in Stanford’s Teacher Education Program (STEP) and partners with local school districts to develop and study elementary teacher professional development for mathematics instruction in collaborative classrooms. She has worked with the National Assessment for Educational Progress (NAEP) and the California Mathematics Framework to bring attention to issues of identity and peer collaboration in state and national frameworks. Her work has appeared in the Journal of the Learning Sciences, Journal for Research in Mathematics Education, Review of Research in Education, and other top research journals in mathematics education research.

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., 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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March 3, 2020
Research Stories
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October 28, 2019
Podcast
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