Bio


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.

Academic Appointments


Administrative Appointments


  • Assistant Professor, Stanford Graduate School of Education (2014 - Present)

Boards, Advisory Committees, Professional Organizations


  • Assistant Professor, Stanford University (2014 - Present)
  • Spencer Postdoctoral Fellow, National Academy of Education (2012 - 2014)
  • Assistant Professor, University of Miami (2010 - 2014)

Professional Education


  • Ph.D., University of California, Berkeley (2009)
  • M.A., University of California, Berkeley (2002)
  • B.S., Carnegie Mellon University, University and College Honors (1999)

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

Stanford Advisees


  • Doctoral Dissertation Reader (AC)
    Madhu Anantharajan, Michael Jarry-Shore, Xavier Monroe, Soren Rosier, Anthony Villa
  • Orals Chair
    Karla Lomeli
  • Doctoral Dissertation Advisor (AC)
    Emma Gargroetzi
  • Doctoral Dissertation Co-Advisor (AC)
    Kimiko Lange
  • Master's Program Advisor
    Chloe Langston, Ingvi Ómarsson
  • Doctoral (Program)
    Rosa Chavez, Emma Gargroetzi, Faith Kwon, Kimiko Lange, Jim Malamut

All Publications


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

    View details for DOI 10.1037/edu0000464

    View details for Web of Science ID 000519968800007

  • Can off-task be on-track? PHI DELTA KAPPAN Gargroetzi, E. C., Chavez, R. D., Munson, J., Langer-Osuna, J. M., Lange, K. E. 2019; 100 (8): 62–66
  • Exploring the central role of student authority relations in collaborative mathematics ZDM-MATHEMATICS EDUCATION Langer-Osuna, J. M. 2018; 50 (6): 1077–87
  • Productive Disruptions: Rethinking the Role of Off-Task Interactions in Collaborative Mathematics Learning EDUCATION SCIENCES Langer-Osuna, J. M. 2018; 8 (2)
  • Rethinking loafers: Understanding the productive functions of off-task talk during collaborative mathematics problem-solving ICLS 2018 Proceedings Langer-Osuna, J., Gargroetzi, E., Chavez, R., Munson, J. 2018
  • Authority, Identity, and Collaborative Mathematics JOURNAL FOR RESEARCH IN MATHEMATICS EDUCATION Langer-Osuna, J. M. 2017; 48 (3): 237–47
  • Authority, identity, and collaborative mathematics Journal for research in mathematics education Langer-Osuna, J. M. 2017; 48 (3): 237-247
  • Understanding relations of power in the mathematics classroom: Explorations in positioning theory Mathematics Education and Life at Times of Crisis Langer-Osuna, J. M., McKinney de Royston, M. 2017: 645
  • Identity in research on mathematics education Compendium for research in mathematics education Langer-Osuna, J. M., Esmonde, I. 2017: 637-648
  • The Social Construction of Authority Among Peers and Its Implications for Collaborative Mathematics Problem Solving MATHEMATICAL THINKING AND LEARNING Langer-Osuna, J. M. 2016; 18 (2): 107-124
  • Rehumanizing the "Other": Race, Culture, and Identity in Education Research REVIEW OF RESEARCH IN EDUCATION, VOL 40: EDUCATION RESEARCH: A CENTURY OF DISCOVERY Langer-Osuna, J. M., Nasir, N. S. 2016; 40: 723-743
  • Student Agency and Counter-Narratives in Diverse Multilingual Mathematics Classrooms: Challenging Deficit Perspectives MATHEMATICS EDUCATION AND LANGUAGE DIVERSITY: THE 21ST ICMI STUDY Langer-Osuna, J. M., Moschkovich, J., Noren, E., Powell, A. B., Vazquez, S., Barwell, R., Clarkson, P., Halai, A., Kazima, M., Moschkovich, J., Planas, N., Phakeng, M. S., Valero, P., Ubillus, M. V. 2016: 163–73
  • SEEING THE PROBLEM BEFORE ATTEMPTING TO SOLVE IT: THE ROLE OF NOTICING SOCIOPOLITICAL NARRATIVES IN EQUITY-FOCUSED WORK A Commentary on Wager's Case CASES FOR MATHEMATICS TEACHER EDUCATORS: FACILITATING CONVERSATIONS ABOUT INEQUITIES IN MATHEMATICS CLASSROOMS Langer-Osuna, J. M., White, D. Y., Crespo, S., Civil, M. 2016: 479–83
  • "I'm trying to figure this out. Why don't you come up here?": heterogeneous talk and dialogic space in a mathematics discussion ZDM-MATHEMATICS EDUCATION Langer-Osuna, J. M., Avalos, M. A. 2015; 47 (7): 1313–22
  • Linear equations and rap battles: how students in a wired classroom utilized the computer as a resource to coordinate personal and mathematical positional identities in hybrid spaces MATHEMATICS EDUCATION RESEARCH JOURNAL Langer-Osuna, J. 2015; 27 (1): 51–64
  • From Getting "Fired" to Becoming a Collaborator: A Case of the Coconstruction of Identity and Engagement in a Project-Based Mathematics Classroom JOURNAL OF THE LEARNING SCIENCES Langer-Osuna, J. M. 2015; 24 (1): 53-92
  • BUILDING TEACHER KNOWLEDGE OF ACADEMIC LITERACY AND LANGUAGE ACQUISITION Multilingual Learners and Academic Literacies: Sociocultural Contexts of Literacy Development in Adolescents Avalos, M. A., Zisselsberger, M., Langer-Osuna, J., Secada, W. 2015: 255
  • It’s Like You’re a Teacher! A Social Semiotic Analysis of Authority Relations Among High School Mathematics Students International Handbook of Semiotics Langer-Osuna, J., Esmonde, I. Springer, Dordrecht. 2015: 1213–1223
  • Toward a Model of Influence in Persuasive Discussions: Negotiating Quality, Authority, Privilege, and Access Within a Student-Led Argument JOURNAL OF THE LEARNING SCIENCES Engle, R. A., Langer-Osuna, J. M., de Royston, M. 2014; 23 (2): 245–68
  • Power in Numbers: Student Participation in Mathematical Discussions in Heterogeneous Spaces JOURNAL FOR RESEARCH IN MATHEMATICS EDUCATION Esmonde, I., Langer-Osuna, J. M. 2013; 44 (1): 288–315
  • How Brianna Became Bossy and Kofi Came Out Smart: Understanding the Trajectories of Identity and Engagement for Two Group Leaders in a Project-Based Mathematics Classroom CANADIAN JOURNAL OF SCIENCE MATHEMATICS AND TECHNOLOGY EDUCATION Langer-Osuna, J. M. 2011; 11 (3): 207–25