| Power in numbers: Student participation in mathematical discussions in heterogeneous spaces I Esmonde, JM Langer-Osuna Journal for Research in Mathematics Education 44 (1), 288-315, 2013 | 256 | 2013 |
| 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 JM Langer-Osuna Canadian Journal of Science, Mathematics and Technology Education 11 (3 …, 2011 | 193 | 2011 |
| Toward a model of influence in persuasive discussions: Negotiating quality, authority, privilege, and access within a student-led argument RA Engle, JM Langer-Osuna, M McKinney de Royston Journal of the Learning Sciences 23 (2), 245-268, 2014 | 189 | 2014 |
| The social construction of authority among peers and its implications for collaborative mathematics problem solving JM Langer-Osuna Mathematical Thinking and Learning 18 (2), 107-124, 2016 | 144 | 2016 |
| Authority, identity, and collaborative mathematics JM Langer-Osuna Journal for Research in Mathematics Education 48 (3), 237-247, 2017 | 99 | 2017 |
| Identity in research on mathematics education JM Langer-Osuna, I Esmonde Compendium for research in mathematics education, 637-648, 2017 | 93 | 2017 |
| Rehumanizing the “Other” race, culture, and identity in education research JM Langer-Osuna, NS Nasir Review of Research in Education 40 (1), 723-743, 2016 | 93 | 2016 |
| Learning about fractions as points on a number line GB Saxe, MM Shaughnessy, A Shannon, JM Langer-Osuna, R Chinn, ... The learning of mathematics: Sixty-ninth yearbook 53, 221-237, 2007 | 85 | 2007 |
| From getting “fired” to becoming a collaborator: A case of the coconstruction of identity and engagement in a project-based mathematics classroom JM Langer-Osuna Journal of the Learning Sciences 24 (1), 53-92, 2015 | 72 | 2015 |
| Student agency and counter-narratives in diverse multilingual mathematics classrooms: Challenging deficit perspectives JM Langer-Osuna, J Moschkovich, E Norén, AB Powell, S Vazquez Mathematics education and language diversity: The 21st ICMI study, 163-173, 2016 | 41 | 2016 |
| Exploring the central role of student authority relations in collaborative mathematics JM Langer-Osuna ZDM 50 (6), 1077-1087, 2018 | 34 | 2018 |
| “So what are we working on?”: How student authority relations shift during collaborative mathematics activity J Langer-Osuna, J Munson, E Gargroetzi, I Williams, R Chavez Educational Studies in Mathematics 104, 333-349, 2020 | 29 | 2020 |
| Exploring the role of off-task activity on students’ collaborative dynamics. JM Langer-Osuna, E Gargroetzi, J Munson, R Chavez Journal of Educational Psychology 112 (3), 514, 2020 | 29 | 2020 |
| Productive disruptions: Rethinking the role of off-task interactions in collaborative mathematics learning JM Langer-Osuna Education Sciences 8 (2), 87, 2018 | 23 | 2018 |
| “I’m trying to figure this out. Why don’t you come up here?”: heterogeneous talk and dialogic space in a mathematics discussion JM Langer-Osuna, MA Avalos ZDM 47, 1313-1322, 2015 | 22 | 2015 |
| Toward a model of differential influence in discussions: Negotiating quality, authority, and access within a heated classroom argument RA Engle, J Langer-Osuna, MMK de Royston, BC Love, K McRae, ... | 16 | 2008 |
| Rethinking loafers: Understanding the productive functions of off-task talk during collaborative mathematics problem-solving J Langer-Osuna, E Gargroetzi, R Chavez, J Munson International Society of the Learning Sciences, Inc.[ISLS]., 2018 | 14 | 2018 |
| 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 … J Langer-Osuna Mathematics Education Research Journal 27, 51-64, 2015 | 13 | 2015 |
| Understanding relations of power in the mathematics classroom: Explorations in positioning theory JM Langer-Osuna, M McKinney de Royston Mathematics Education and Life at Times of Crisis, 645, 2017 | 11 | 2017 |
| Building teacher knowledge of academic literacy and language acquisition: A framework for teachers’ cross-disciplinary professional learning MA Avalos, M Zisselsberger, J Langer-Osuna, W Secada Multilingual learners and academic literacies, 267-288, 2015 | 11 | 2015 |
