Jennifer Langer-Osuna

Jennifer M. Langer-Osuna is an associate professor of education at the Stanford Graduate School of Education, where she focuses on elementary mathematics education and directs work on identity, engagement, and learning in math classrooms. She holds a B.S. from Carnegie Mellon University and an M.A. and Ph.D. from the University of California, Berkeley, and previously held a Spencer/National Academy of Education postdoctoral fellowship. Her research examines student identity and engagement in collaborative mathematics classrooms, including how authority, influence, marginalization, and privilege are constructed during student interaction.

Langer-Osuna has published in leading journals such as the Journal for Research in Mathematics Education, Journal of the Learning Sciences, Journal of Educational Psychology, and Mathematical Thinking and Learning, often investigating authority relations, off-task interactions, and collaborative problem solving in math classrooms. She is a coauthor of The Collaborative Math Classroom: Launching a Student-Centered Mathematical Community, which draws on this body of research to support student-centered, inquiry-based, and collaborative approaches to mathematics teaching.