معرفی
Jennifer Langer-Osuna serves as Associate Professor in Stanford University's Graduate School of Education, where her research investigates student identity formation and engagement dynamics during collaborative mathematical activities. She examines how authority structures and influence patterns emerge in classroom interactions, with specific focus on marginalization mechanisms and privilege construction in learning environments.
Her academic credentials include a B.S. from Carnegie Mellon University and both M.A. and Ph.D. degrees from the University of California, Berkeley.
Research interests span Mathematics Education, Collaborative Learning, and Educational Equity, emphasizing how social dynamics shape mathematical engagement. She develops innovative theoretical frameworks to analyze privilege construction in student interactions and idea diffusion during peer-led collaborative work, directly addressing equity gaps in mathematics classrooms through discourse analysis.
Her scholarly output appears in premier journals including Journal for Research in Mathematics Education and Journal of the Learning Sciences, with her 2017 article establishing foundational insights into authority-identity relationships in collaborative mathematics contexts.
Professor Langer-Osuna actively contributes to the CSET Elementary Math Project, advancing research-based approaches to elementary mathematics instruction through this institutional initiative.
