Jonathan D. Bostic
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
Dr. Bostic has been a School of Teaching and Learning faculty member since 2011.
Introduction to Teaching Middle Grades Mathematics
Introduction to Secondary Mathematics
Mathematics Instruction for the Middle Childhood Teacher
Investigations in Mathematics for the Middle Childhood Teacher
Bostic, J., & Sondergeld, T. (2018). In D. Thompson, M. Burton, A. Cusi, & D. Wright (Eds.), Validating and vertically equating problem-solving measures. Classroom 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 Behavior, 36, 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.
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.
Member: Association of Mathematics Teacher Education Connections editorial panel (2017-2020)
Associate Editor: Investigations in Mathematics Learning (2018 – 2021)
Board Member: United States Mathematics Recovery Council (2017-2020)
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 August 2018) = $4,808,941.00
2017-2021 Developing & Evaluating Assessments of Problem Solving (DEAP) ($1,543,241 – funded by National Science Foundation under DRK-12 program). 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). Principal Investigator.
2014 - 2018 Common Core for Mathematical Proficiency in Elementary Schools) (COMP) ($1,858,362 – funded by Ohio Department of Education under Ohio Mathematics Science Partnership program). Co-Investigator. PI: Gabriel Matney.
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.