Jonathan Bostic

Professional Title
Associate Professor of Mathematics Education
About Me (Bio)
My scholarship agenda is guided by an embodied cognition perspective, framed by an overarching sociocultural metaperspective, and my own teaching and learning experiences. Students and teachers should become active problem solvers who demonstrate mathematical proficiency. My primary area of scholarship is exploring validity issues and trends within the context of measurement in mathematics education. Secondarily, I investigate ways to enhance instructional contexts to better support teaching and learning, especially learners’ mathematical proficiency. This agenda is pursued by scholarship focused on mathematics tasks, learning environment, and teachers as they influence students’ outcomes (e.g., problem-solving performance, contextualization of problem solving, etc.).
Citations of DRK-12 or Related Work (DRK-12 work is denoted by *)
  • 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., Matney, G., Sondergeld, T., & Stone, G. (2020, April). Validation as design-based research: Implications for practice and theory. Paper presented at annual meeting of the annual meeting of the American Education Research Association. San Francisco, CA.*
  • Bostic, J., Matney, G., Sondergeld, T., & Stone, G.  (2019, July). Developing a problem-solving measure for grade 4. In Editors (Eds.), Proceedings of the 43rd Meeting of the International Group for the Psychology of Mathematics Education. Pretoria, South Africa.*
Bowling Green State University

This project builds upon the prior work by creating problem-solving measures for grades 3-5. The elementary assessments will be connected to the middle-grades assessments and will be available for use by school districts, researchers, and other education professionals seeking to effectively measure children's problem solving. The aims of the project are to (a) create three new mathematical problem-solving assessments and gather validity evidence for their use, (b) link the problem-solving measures (PSMs) with prior problem-solving measures (i.e., PSM6, PSM7, and PSM8), and (c) develop a meaningful reporting system for the PSMs.

Bowling Green State University

The Common Core State Standards for Mathematics (CCSSM) problem-solving measures assess students’ problem-solving performance within the context of CCSSM math content and practices. This project expands the scope of the problem-solving measures use and score interpretation. The project work advances mathematical problem-solving assessments into computer adaptive testing. Computer adaptive testing allows for more precise and efficient targeting of student ability compared to static tests.

Bowling Green State University

Teachers of mathematics engage in curricular reasoning as they design and interact with their students, choose curricular materials, and implement curriculum standards in the service of high-quality instruction. Currently, there is no shared measure of curricular reasoning of middle school teacher classroom decision making in mathematics. In this research project, the team develops and validates two measures of middle school teachers’ curricular reasoning in mathematics as practiced. The first measure looks at curriculum reasoning from the perspective of the teacher, the second measure attends to the perspectives of the mathematics education research community.

Bowling Green State University

The purpose of this project is to fully explore the mathematics education literature to synthesize what validity evidence is available for quantitative assessments in mathematics education.