She researches math classrooms and the interactional mechanisms that drive cooperative problem-solving, as well as how social identities, such as race and gender, shape math learning. Using her expertise in discourse analysis and cognitive development, Dr. Langer-Osuna examines students’ development of math solutions as mediated by their authority relations and discursive positions. The Spencer Foundation has funded her work and she has published 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, among other outlets. She received her PhD in Cognition and Development from the University of California, Berkeley.