Jennifer Langer-Osuna is associate professor of elementary mathematics education at Stanford University. Her research focuses on peer interactions during collaborative mathematics problem-solving. Specifically, she examines how students position themselves and one another with social and intellectual authority during collaborative learning activities, shaping opportunities for both learning and identifying with mathematics. Her research has contributed to the study of identity development in mathematics education, illuminating discursive links between learning and becoming through classroom experiences. She works with both pre-service and in-service elementary school teachers to develop productive and inclusive collaborative mathematics classrooms. She was a Spencer/National Academy of Education post-doctoral scholar. Her work has appeared 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.