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.