Jennifer M. Langer-Osuna

发表

"I study features; believe me, I should know!": the mediational role of distributed expertise in the development of student authority

Jennifer M. Langer-Osuna, Randi A. Engle, 2010, ICLS.

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

Jennifer M. Langer-Osuna, 2011 .

Power in Numbers: Student Participation in Mathematical Discussions in Heterogeneous Spaces

Jennifer M. Langer-Osuna, Indigo Esmonde, Indigo Esmonde, 2013 .

Toward a Model of Influence in Persuasive Discussions: Negotiating Quality, Authority, Privilege, and Access Within a Student-Led Argument

Jennifer M. Langer-Osuna, Randi A. Engle, R. A. Engle, 2014 .

The Social Construction of Authority Among Peers and Its Implications for Collaborative Mathematics Problem Solving

Jennifer M. Langer-Osuna, 2016 .

From Getting “Fired” to Becoming a Collaborator: A Case of the Coconstruction of Identity and Engagement in a Project-Based Mathematics Classroom

Jennifer M. Langer-Osuna, 2015 .

Authority, Identity, and Collaborative Mathematics.

Jennifer M. Langer-Osuna, 2017 .

Productive Disruptions: Rethinking the Role of Off-Task Interactions in Collaborative Mathematics Learning

Jennifer M. Langer-Osuna, 2018, Education Sciences.

Exploring the central role of student authority relations in collaborative mathematics

Jennifer M. Langer-Osuna, 2018, ZDM.

Exploring the central role of student authority relations in collaborative mathematics

Jennifer M. Langer-Osuna, 2018, ZDM.

Rehumanizing the “Other”

Jennifer M. Langer-Osuna, N. Nasir, 2016 .

“I’m trying to figure this out. Why don’t you come up here?”: heterogeneous talk and dialogic space in a mathematics discussion

Jennifer M. Langer-Osuna, Mary A. Avalos, 2015 .

Student Agency and Counter-Narratives in Diverse Multilingual Mathematics Classrooms: Challenging Deficit Perspectives

Jennifer M. Langer-Osuna, Judit N. Moschkovich, A. Powell, 2016 .

“So what are we working on?”: how student authority relations shift during collaborative mathematics activity

Jennifer M. Langer-Osuna, Jen Munson, Rosa D. Chavez, 2020, Educational Studies in Mathematics.

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

Jennifer M. Langer-Osuna, 2014, Mathematics Education Research Journal.

Becoming More Mathematical: New Directions for Describing and Designing for Positive Dispositions Toward Mathematics

Jennifer M. Langer-Osuna, Noel Enyedy, A. Sfard, 2014, ICLS.

“I’m Telling!”: Exploring Sources of Peer Authority During a K-2 Collaborative Mathematics Activity

Jennifer M. Langer-Osuna, Rosa D. Chavez, James Malamut, 2021, Studia paedagogica.

Power in Numbers: Student Participation in Mathematical Discussions in Heterogeneous Spaces

Jennifer M. Langer-Osuna, Indigo Esmonde, 2013 .

Rethinking Loafers: Understanding the Productive Functions of Off-Task Talk During Collaborative Mathematics Problem-Solving

Jennifer M. Langer-Osuna, Jen Munson, Rosa D. Chavez, 2018, International Conference of the Learning Sciences.

Toward a model of differential influence in discussions: Negotiating quality, authority, and access within a heated classroom argument

Jennifer M. Langer-Osuna, B. Love, R. A. Engle, 2008 .