Bio

Dr. 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.

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Additional Info

Research Interests

  • Artificial intelligence (AI)
  • Bilingual & Multilingual Education
  • Classroom Discourse and Interaction
  • Collaborative Learning
  • Educational Inequality
  • Elementary Education
  • Learning Sciences
  • Mathematics Education
  • Race, Culture, and Identity
  • Research-Practice Partnerships
  • Teacher Professional Development
  • Youth Identity, Agency, and Voice

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

  • 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

  • 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

  • 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

  • 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
  • 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. edited by 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. edited by 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

  • 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
https://orcid.org/0000-0003-2436-3650