Academic Appointments


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
  • "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
  • 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