Dr. Jonathan David Bostic
School of Inclusive Teacher Education, Bowling Green State University, Bowling Green, Kentucky, USA
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Academic Career Length
12Years (2015-Present)
(Calculated once Scilit publication data is synced: current year − year of first publication + 1)
Representative Publications
View All Publications14 September 2019 in Journal of Mathematics Teacher Education
Journal Article
Jonathan David BosticKLKristin Lesseig
Kristin Lesseig
MSMilan Sherman
Milan Sherman
MBMelissa Boston
Melissa Boston
1 October 2015 in School Science and Mathematics
Journal Article
Jonathan David BosticTSToni A. Sondergeld
Toni A. Sondergeld
27 September 2017 in Investigations in Mathematics Learning
Journal Article
Jonathan David BosticGMGabriel T. Matney
Gabriel T. Matney
TSToni A. Sondergeld
Toni A. Sondergeld
The Standards for Mathematical Practice (SMPs) describe mathematical behaviors and habits that students should express during mathematics instruction. Thus teachers should promote them during classroom-based mathematics instruction. The purpose of this article is to discuss the validation process for an observation protocol called the Revised SMPs Look-for Protocol. An implication of this study is that users with a robust understanding of the SMPs may feel confident using the protocol as a validated and reliable tool in research and school-based settings. We discuss opportunities and challenges for mathematics teacher educators engaging in classroom observations, in light of this observation protocol.
24 July 2020 in Educational Measurement: Issues and Practice
Journal Article
MLMatthew Ryan Lavery
Matthew Ryan LaveryJonathan David BosticLKLance Kruse
Lance KruseEKErin E. Krupa
Erin E. Krupa
MCMichele B. Carney
Michele B. Carney
1 March 2016 in Investigations in Mathematics Learning
Journal Article
This teaching experiment provided students with continuous engagement in a problem-solving based instructional approach during one mathematics unit. Three sections of sixth-grade mathematics were sampled from a school in Florida, U.S.A. and one section was randomly assigned to experience teaching through problem solving. Students’ problem-solving performance and performance on a unit test were analyzed. The intervention had a positive effect on students’ problem-solving performance whereas the comparison group experienced no changes. ANCOVA analyses suggest that intervention students solved more problems on the posttest than their peers, but the comparison group outperformed the intervention group on the unit test.
1 July 2022 in Journal for Research in Mathematics Education
Journal Article
MCMichele B. Carney
Michele B. CarneyJonathan David BosticEKErin E. Krupa
Erin E. KrupaJSJeff Shih
Jeff Shih
This Research Commentary addresses the need for an instrument abstract—termed an Interpretation and Use Statement (IUS)—to be included when mathematics educators present instruments for use by others in journal articles and other communication venues (e.g., websites and administration manuals). We begin with presenting the need for IUSs, including the importance of a focus on interpretation and use. We then propose a set of elements—identified by a group of mathematics education researchers, instrument developers, and psychometricians—to be included in the IUS. We describe the development process, the recommended elements for inclusion, and two example IUSs. Last, we present why IUSs have the potential to benefit end users and the field of mathematics education.
About Me
Jonathan D. Bostic is a Professor in the School of Inclusive Teacher Education at Bowling Green State University. He holds a PhD in Curriculum & Instruction with an emphasis in Mathematics Education from the University of Florida. Additionally, he earned minors in both Educational Psychology as well as Research & Evaluation Methodologies. Jonathan has been awarded multiple research and teaching awards over his career. His research foci include STEM Education assessment and validation practices, K-20 mathematical problem solving, and fostering mathematical proficiency for mathematics students and teachers. Jonathan has earned over $16 million in external funding alongside multiple collaborative teams, and mentoring others in scholarship. He enjoys working with schools, teachers, and students to reach their goals through professional learning and is committed to empowering all students as mathematically and statistically literate citizens. He was a middle school mathematics teacher (ages 10 – 15) in an inclusive setting prior to starting his career in academia.
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