Jennifer Langer-Osuna

All Publications

• Exploring what teachers notice about students' interactional dynamics during collaborative mathematics problem-solving and their connections to instructional practice TEACHING AND TEACHER EDUCATION Osuna, J. M., Munson, J. 2024; 137

  View details for DOI 10.1016/j.tate.2023.104380

  View details for Web of Science ID 001107013300001

• "So what are we working on?": how student authority relations shift during collaborative mathematics activity EDUCATIONAL STUDIES IN MATHEMATICS Langer-Osuna, J., Munson, J., Gargroetzi, E., Williams, I., Chavez, R. 2020

  View details for DOI 10.1007/s10649-020-09962-3

  View details for Web of Science ID 000555678400001

• 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

  View details for DOI 10.1177/0031721719846892

  View details for Web of Science ID 000466377700013

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

  View details for DOI 10.1007/s11858-018-0965-x

  View details for Web of Science ID 000447971100010

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

  View details for DOI 10.3390/educsci8020087

  View details for Web of Science ID 000436493600049

• 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

  View details for DOI 10.5951/jresematheduc.48.3.0237

  View details for Web of Science ID 000400223400002

• 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

  View details for DOI 10.1080/10986065.2016.1148529

  View details for Web of Science ID 000373959000002

• 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

  View details for DOI 10.3102/0091732X16676468

  View details for Web of Science ID 000399980500020

• 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

  View details for DOI 10.1007/978-3-319-14511-2_9

  View details for Web of Science ID 000369638600009

• 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

  View details for Web of Science ID 000389861700083

• "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

  View details for DOI 10.1007/s11858-015-0735-y

  View details for Web of Science ID 000365297500020

• 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

  View details for DOI 10.1007/s13394-014-0125-8

  View details for Web of Science ID 000364464300003

• 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

  View details for DOI 10.1080/10508406.2014.944643

  View details for Web of Science ID 000349311100003

• 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

  View details for DOI 10.1080/10508406.2014.883979

  View details for Web of Science ID 000335843300006

• 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

  View details for Web of Science ID 000319708900014

• 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

  View details for DOI 10.1080/14926156.2011.595881

  View details for Web of Science ID 000212417400002