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Jennifer Marie Langer-Osuna

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Jennifer Langer-Osuna

Assistant Professor

jmlo@stanford.edu

https://siell.stanford.edu/about-stiell
https://scholar.google.com/citations?hl=en&user=HV8aGHIAAAAJ

Assistant: Javier Heinz

Biography

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.

Other Titles

Assistant Professor 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

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

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.

Langer-Osuna, J. M. (2018). Productive Disruptions: Rethinking the Role of Off-Task Interactions in Collaborative Mathematics Learning. EDUCATION SCIENCES, 8(2).

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