Jonathan D. Bostic

Jonathan Bostic photo

Jonathan D. Bostic, Ph.D.

  • Position: Professor
    ACTION Director
    AYA & MCE Program Coordinator
  • Phone: 419-372-9667
  • Email: bosticj@bgsu.edu
  • Address: 533 Education Building

More Information on Jonathan Bostic

Ph.D., University of Florida, Minor: Educational Psychology, Minor: Research and Evaluation Methodologies

M.Ed., George Mason University

B.S., College of William and Mary

Assessment and evaluation within mathematics education contexts
Modeling with mathematics and model-eliciting activities
Mathematics professional development
Problem solving

Dr. Bostic has been a School of Teaching and Learning faculty member since 2011.

Introduction to Teaching Middle Grades Mathematics
Introduction to Secondary Mathematics
Algebra in the Secondary Mathematics Classroom
Geometry and Probability in the Secondary Mathematics Classroom
Assessment in Mathematics
Modeling with Mathematics

Publications

Bostic, J., Sondergeld, T, Matney, G., Stone, G., & Hicks, T. (in press). Gathering response process data for a problem-solving measure through whole-class think alouds. Applied Measurement in Education. DOI: 10.1080.08957347.2020.1835913

Roberts, T., Bostic, J., & Matney, G. (2020). Modeling with Mathematics in the Moment. Mathematics teacher: Learning and teaching PreK-12, 113(10), 864-867.

Lavery, M. R., Bostic, J., Kruse, L., Krupa, E., & Carney, M. (2020). Argumentation Surrounding Argument-Based Validation: A Systematic Review of Validation Methodology in Peer-Reviewed Articles. Educational Measurement: Issues and Practice, 39(4), 116-130.

Nielsen, M. & Bostic, J. (2020). Informing programmatic-level conversations on mathematics preservice teachers’ problem-solving performance and experiences. Mathematics Teacher Education and Development, 22(1), 33-47. 

Bostic, J., Krupa, E., & Shih, J. (2019). Assessment in mathematics education contexts: Theoretical frameworks and new directions. New York, NY: Routledge.

Bostic, J., Krupa, E., & Shih, J. (2019). Quantitative measures of mathematical knowledge: Researching instruments and perspectives. New York, NY: Routledge.

Bostic, J., Lesseig, K., Sherman, M., & Boston, M. (2019). Classroom observation and mathematics education research. Journal of Mathematics Teacher Education, 1-27, https://doi.org/10.1007/s10857-019-09445-0.

Bostic, J., & Sondergeld, T.  (2018). In D. Thompson, M. Burton, A. Cusi, & D. Wright (Eds.), Validating and vertically equating problem-solving measuresClassroom Assessment in Mathematics: Perspectives from Around the Globe, pp. 139-155. Cham, Switzerland: Springer. 

Bostic, J., Matney, G., & Sondergeld, T. (in press).  A lens on teachers’ promotion of the Standards for Mathematical Practice. Investigations in Mathematics Learning. Advance online publication. doi.org/10.1080/19477503.2017.1379894

Nielsen, M., & Bostic, J. (2018). Connecting and using multiple representations. Mathematics Teaching in the Middle School. 23(7), 386-393. 

Kruse, L., Schlosser, M., & Bostic, J. (2017). Fueling teachers’ interest in learning about the standards for mathematical practice. Ohio Journal for School Mathematics, 77, 34-43.  

Bostic, J. (2017). Moving forward: Instruments and opportunities for aligning current practices with testing standards.Investigations in Mathematics Learning, 9(3), 109-110.

Bostic, J., Sondergeld, T., Folger, T. & Kruse, L. (2017). PSM7 and PSM8: Validating two problem-solving measures. Journal of Applied Measurement, 18(2), 151-162.

Bostic, J., & Matney, G. (2016). Leveraging modeling with mathematics-focused instruction to promote other standards for mathematical practice. Journal of Mathematics Education Leadership, 17(2), 21-33.

Bostic, J., Pape, S., & Jacobbe, T. (2016). Encouraging sixth-grade students’ problem-solving performance by teaching through problem solving. Investigations in Mathematics Learning, 8(3), 30-58.

Bostic, J., & Sondergeld, T. (2015). Measuring sixth-grade students’ problem solving: Validating an instrument addressing the mathematics Common Core. School Science and Mathematics Journal, 115, 281-291

Boston, M., Bostic, J., Lesseig, K., Sherman, M. (2015). Classroom Observation tools to support the work of mathematics teacher educators. Invited manuscript for Mathematics Teacher Educator, 3, 154-175. 

Bostic, J. (2015). A blizzard of a value. Mathematics Teaching in the Middle School, 20, 350 – 357.

Yee, S., & Bostic, J. (2014).  Developing a contextualization of students’ mathematical problem solving. Journal for Mathematical Behavior36, 1-19.

Bostic, J. (December 2012/January 2013). Model-eliciting activities for teaching mathematics. Mathematics Teaching in the Middle School, 18, 262 – 266. 

Bostic, J., & Matney, G. (2013). Overcoming a Common Storm:  Designing PD for Teachers Implementing the Common Core. Ohio Journal of School Mathematics, 67, 12-19.

Presentations

Bostic, J., Matney, G., Sondergeld, T., & Stone, G. (2018, November). Content validity evidence for new problem-solving measures (PSM3, PSM4, and PSM5). Poster presented at the 40h Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Greenville, SC.

Lavery, M., Carney, M., Bostic, J., Shih, J., Krupa, E., Wilson, M., & Kruse, L. (2018, April). Examining the arguments surrounding the argument-based approach to validation: A systematic review of validation methodology. Paper presented at the annual meeting of the American Educational Research Association. New York, NY.

Lesseig, K., Bostic, J., Sherman, M., & Boston, M. (2018, February). Classroom observation protocols: Choose your own tool. Paper presented at the meeting of the Association of Mathematics Teacher Educators conference. Houston, TX.  

Bostic, J., Carney, M., Krupa, E., & Shih, J. (2016, October). Exploring and examining quantitative measures (Working Group). Paper presented at the 38th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Tuscon, AZ.

Editor-in-chief: Investigations in Mathematics Learning (2021-2023)

Editorial Board Member: Journal for Research in Mathematics Education (2019-2022)

Member: Journal for Research in Mathematics Education (2019-2022)

Member: College of Education and Human Development Tenure and Promotion Council (2019-2022)

Board Member: United States Mathematics Recovery Council (2017-2023)

Advisory Board Member: Microlearning mathematics modules designed to facilitate preservice elementary teacher practices regarding equity and responsive mathematics instruction. ($599,875 – funded by National Science Foundation under IUSE Noyce Scholarship Program, NSF#1914810). PI: C. Jong.  (2019-2022)

Editorial Board Member: Journal of Urban Mathematics Education (2019-2023)

Advisory Board Member: Using Technology to Capture Classroom Interactions (UTCCI): The Design, Validation and Dissemination of a Formative Assessment of Instruction Tool for Diverse K-8 Mathematics Classrooms. ($1,997,498 – funded by National Science Foundation under Discovery Research K-12 program: DRL-1814114). PI: K. Melhuish.  (2018-2022)

Member: Association of Mathematics Teacher Education Connections editorial panel (2017-2020)

Associate Editor: Investigations in Mathematics Learning (2018 – 2021)

Board Member: Investigations in Mathematics Learning Editorial Board Member (2017-2018)

Editor: Special issue of Investigations in Mathematics Learning. Topic: validity-related aspects of research, evaluation, and measurement using quantitative tools within mathematics education contexts  (2016-2017)

Chair: Association of Mathematics Teacher Education Membership Committee  (2015-2017; invited position)

Member: Research Council on Mathematics Learning Conference Committee (2014-2017; elected position)

Member & Chair: Association of Mathematics Teacher Education Membership Committee Chair (2015) (2014-2017; invited position)

Reviewer: National Council of Teachers of Education Reviewer of Council of Accreditation of Educator Preparation (CAEP) Standards (2013; invited position)

Current Funded Total (as of December 2020) = $10,690,460.00

2019 – 2024    Validity evidence for Measurement in Mathematics Education (V-M2ED) ($1,944,717 – funded by National Science Foundation under DRK-12 program: NSF #1920621). Co-PI: Jonathan Bostic. PI: Erin Krupa.

2019 - 2021     Designing an Inclusive Middle-level Program (IMPerative; $225,000 – funded by Ohio Deans Compact on Exceptional Children). Co-PI: Jonathan Bostic. PI: Brooks Vostal.

2017-2021       Developing & Evaluating Assessments of Problem Solving (DEAP) ($1,543,241 – funded by National Science Foundation under DRK-12 program: NSF#1720646). Principal Investigator. Co-Investigators: Gabriel Matney (BGSU) & Toni Sondergeld (Drexel University).

2016-2017       Validity evidence for Measurement in Mathematics Education (V-M2ED) ($87,055 – funded by National Science Foundation under PRIME program: NSF#1644314). Principal Investigator.

2014 - 2017     Common Core for Achievement and Middle Grades Mathematical Proficiency (C2AM2P) ($798,149 – funded by Ohio Department of Education under Ohio Mathematics Science Partnership program). Principal Investigator.

2013 - 2014     Common Core for Reasoning and Sense Making: Secondary ((CO)2RES Secondary) ($87,545 – funded by Ohio Board of Regents). Principal Investigator

Updated: 06/30/2022 03:40PM