Jennifer Osuna

Dr. Jennifer Osuna serves as Associate Professor at Stanford University's Graduate School of Education, with program affiliations spanning Curriculum and Teacher Education (CTE) in Mathematics Education, Learning Sciences and Technology Design (LSTD), Race Inequality and Language in Education (RILE) for PhD candidates, and Learning Design and Technology (LDT) and STEP for master's students. Her academic home centers on advancing equity-focused research in mathematics education through interdisciplinary collaboration.

Her research pioneers analytical frameworks for understanding identity construction and engagement patterns during collaborative mathematical activities, specifically examining how authority dynamics emerge in student interactions and how privilege/marginalization manifest in classroom discourse. This work bridges learning sciences with critical equity perspectives, employing interactional analysis to decode power structures in group work while developing methodologies to track idea diffusion in student-led learning environments. Her theoretical contributions address systemic inequities through micro-analysis of classroom interactions.

Recent publications reveal consistent focus on collaborative dynamics in mathematics settings, with 2024 research examining teacher noticing of interactional patterns and their instructional implications, while 2020 studies dissect authority shifts during problem-solving and the pedagogical significance of off-task behavior. This trajectory demonstrates growing emphasis on translating interactional analysis into practical tools for equitable mathematics instruction, with increasing attention to teacher cognition and classroom management strategies.

She directs the Identity, Engagement, and Learning Lab which functions as an interdisciplinary research hub investigating the complex interplay between student identity formation, engagement quality, and learning outcomes in collaborative mathematics contexts. The lab employs multimodal interaction analysis to capture nuanced social dynamics, producing research directly applicable to teacher education programs and classroom practice reform.