Jennifer M. Langer-Osuna's research while affiliated with Stanford University and other places

... For students to exercise agency (the third interactional aspect in this study) it is not enough to ask students to work collaboratively on mathematical tasks for agency to automatically occur (Mueller et al., 2012). Students are afforded the agency to "author mathematical ideas" in cases where teachers distribute shared authority between students and teacher (Langer-Osuna et al., 2020). Teacher actions for sharing authority, so that students can exercise agency, is to offer students opportunities to address mathematics problems, and holding students accountable to their strategies, solutions, and ideas (Bell & Pape, 2012;Hamm & Perry, 2002as referred to in Langer-Osuna, 2018. ...

... Behavioral engagement (BE) characterizes the degree to which a group jointly participates and persists on assigned tasks or chooses to go off-task (Fredricks, et al., 2004). Sustained group participation amongst group members yields potential for building from others' perspectives, while temporary off-task exchanges can reinvigorate positive interpersonal interactions when returning to task (Barron, 2000;Langer-Osuna, et al., 2020). Both socioemotional engagement and collaborative engagement are extensions to individual engagement dimensions, accounting for the interpersonal nature of group engagement . ...

... In those first foundational weeks, Lauren's team frequently focused on social interactions at the expense of mathematical discussion. These social interactions may have been important early practice for later mathematical discussion; the team learned to function as a social group first to accomplish team-based mathematical goals later [10,17]. That said, based on her regular redirection of the group, Ms. Mayen was clearly displeased that the team was frequently off-task. ...

... Alternatively, to funneling is what Wood (1998) calls focusing, where the intellectual responsibility is with the students, hence to a larger degree than funneling actions are teacher actions for promoting productive interactions as reviewed in the first part of this section, zooming in on reasoning (Ayalon & Even, 2016;Lithner, 2017;Maher et al., 2018), collaboration (Howe et al., 2007;Staples, 2007;van de Pol et al., 2018), and agency (Langer-Osuna, 2018;Mueller et al., 2012). ...

... Further, research from the math ed. community argues off-task discussion can support greater equity in learning outcomes in small group work, including studies suggesting off-task participation may be particularly important for low-status students [9][10][11]. ...

... First, identity has been proposed as the "missing link" that connects the complex interface "between learning and its sociocultural context" [35, p. 15]. Second, identity is related to important equity and inclusion issues [13] such as access [12], authority [22], institutional structures [27], and power [16,32]. Third, identity provides a counternarrative for why different students may continue (or discontinue) the learning of school mathematics that doesn't focus merely on demographic labels [7,17,18,27]. ...

... Research has established that learning is linked to identity development, which in turn is predicated on caring relationships (Langer-Osuna & Nasir, 2016). Critical and sociocultural perspectives necessitate changes in the ways educators and students relate to one another, which goes beyond conceptions of roles. ...

... Learning general processes for fixing new (not-yet-recurring) impasses (Katz & Anderson, 1987;Pea et al., 1987). 4. Engaging with authority: Contributing with voice and action to the process of handling the impasse (Engle & Conant, 2002;Foster, 2014;Langer-Osuna, 2016). ...

... We noted previously that there have been recent debates around what counts as mathematics (e.g., Greiffenhagen & Sharrock, 2008;Nemirovsky et al., 2017), which is typically grounded in school-specific ways of doing mathematics that are usually detached from real-world applications (e.g., Goldman & Booker, 2016). We argue that one significant contribution of this study is the provision of a counternarrative to deficit views and assumptions of caregivers as mathematics educators (Langer-Osuna et al., 2016). This study highlights how young children may be engaged as mathematics learners within a larger learning ecosystem that extends to anywhere and everywhere within their communities (Rogoff, 2008). ...

... meaning (Langer-Osuna & Avalos, 2015), key components in collaborative learning (Akkerman et al., 2007;Beers, Boshuizen, Kirschner, & Gijselaers, 2006). Dynamics marked by marginalization also create inequitable learning opportunities (Wood, 2013). ...