Jonathan D. 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 Inclusive Teacher Education (formerly School of Teaching and Learning) faculty member since 2011. He has taught a wide variety of undergraduate and graduate courses. Some examples are provided:

EDTL 1320: Introduction to Teaching Elementary School Mathematics
EDTL 2504: Introduction to Teaching Middle Grades Mathematics
EDTL 2740: Introduction to Teaching Secondary Mathematics
EIEC 2320: Teaching Geometry in Elementary Grades
EDTL 6800: Assessment in Mathematics
EDTL 6840: Modeling with Mathematics
EDTL 6840: Standards for Mathematical Practice

Publications

Bostic, J. (2023). Engaging hearts and minds in assessment research. School Science and Mathematics Journal, 123(6), 217-219. https://doi.org/10.1111/ssm.12621

Folger, T., Bostic, J., & Krupa, E. (2023). Defining test-score interpretation, use, and claims: Delphi study for the validity argument. Educational Measurement: Issues & Practice.
https://doi.org/10.1111/emip.12569

Carney, M., Bostic, J., Krupa, E., & Shih, J. (2022). Interpretation and use statements for instruments in mathematics education. Journal for Research in Mathematics Education, 53(4), 334-340. https://doi-org.ezproxy.bgsu.edu/10.5951/jresematheduc-2020-0087

Brown, N., Bostic, J., Folger, T., Folger, L., Hicks, T., & Nofziger, S. (2022). Revising assessments to address UDL and standards. Mathematics Teacher: Learning & Teaching, 115(4), 252-264.

Bostic, J., Sondergeld, T, Matney, G., Stone, G., & Hicks, T. (2021). Gathering response process data for a problem-solving measure through whole-class think alouds. Applied Measurement in Education, 34(1), 46-60. DOI: 10.1080.08957347.2020.1835913

Bostic, J., Lesseig, K., Sherman, M., & Boston, M. (2021). Classroom observation and mathematics education research. Journal of Mathematics Teacher Education, 24, 5-31, https://doi.org/10.1007/s10857-019-09445-0.

Abassian, A., Safi, F., Bush, S., & Bostic, J.  (2020). Five different perspectives on mathematical modeling. Investigations in Mathematics Learning, 12(1), 53-63. https://doi.org/10.1080/19477503.2019.1595360

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. (2019).  A lens on teachers’ promotion of the Standards for Mathematical Practice. Investigations in Mathematics Learning, 11(1), 69-82. doi.org/10.1080/19477503.2017.1379894

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., & 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.
https://doi.org/10.1111/ssm.12130

Yee, S., & Bostic, J. (2014).  Developing a contextualization of students’ mathematical problem solving. Journal for Mathematical Behavior, 36, 1-19. https://doi.org/10.1016/j.jmathb.2014.08.002

Presentations

Bostic, J., Folger, T., May, T., Koskey, K., Matney, G., & Stone, G. (2024, April). Borrowing theory from engineering: Applying empathic design principles to mathematics assessment development. Paper presented at annual meeting of the American Education Research Association. Philadelphia, PA.

Bostic, J.D, May, T., Matney, G., Koskey, K., Stone, G., & Folger, T. (2024, March). Brave new world: Computer-adaptive, problem-solving tests. Paper presented at annual meeting of the Research Council on Mathematics Learning. Columbia, SC.

Gallagher, M., Walkowiak, T., Folger, T., Bostic, J., & Zelkowski, J. (2024, February). So many measures! Choosing the right measure for your teacher education program evaluation. Paper presented at the meeting of the Association of Mathematics Teacher Educators conference. Orlando, FL.  

Bostic, J., Folger, T., Koskey, K., Matney, G., May, T., & Stone, G. (2023, October). A modified depth of knowledge framework for word problems. Paper presented at the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Reno, NV.

Bostic, J., May, T., Krupa, E., & Teuscher, D. (2023, June). Strengthening dissemination practices by leveraging strengths. Paper presented at the 2023 DRK-12 PI meeting. Arlington, VA.  

Bostic, J. (leader), Carney, M., Folger, T., Harrell-Williams, L., Krupa, E., Shih, J., Wilson, M. (discussant). (2023, April). A synthesis of mathematics and statistics assessments: 2000-2020 [symposium]. Paper presented at annual meeting of the American Education Research Association. Chicago, IL.

Editorial Board Member: Mid-Western Education Research Journal (2022-present)

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

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

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

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

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)

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)

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

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

Jonathan is a lead developer of the Problem Solving Measures (PSMs). The PSMs are tests of mathematical problem solving and designed for grades 3-8 students as well as preservice and inservice teachers. Those interested in the measures should email him for access. Presently, paper-and-pencil versions are available. Computer adaptive versions are under development.

Current Funded Total (as of January 2024) = $16,276,357.00

2022 – 2026    Quantifying Curricular Reasoning as a Critical Practice in Teaching Mathematics ($2,985,401 – funded by National Science Foundation under DRK-12 program: NSF: #2201165. Principal Investigator.) Collaborative award Principal Investigator: Dawn Teuscher, NSF#2201164.

2021 – 2026    Developing & Evaluating Assessments of Problem Solving – Computer Adaptive Testing (DEAP-CAT) ($3,122,630 – funded by National Science Foundation under DRK-12 program: NSF #2100988. Principal Investigator.) Collaborative award Principal Investigator: Toni May (Sondergeld), NSF#2101026.

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. Principal Investigator.) Collaborative award Principal Investigator: Erin Krupa, NSF #1920619.

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

2018 - 2022     Improving Motivation, Pedagogy, Assessment, and Collaboration for Teachers (IMPACT; $2,667,817 – funded by United States of American Department of Education. Senior personnel.) Principal Investigator: Tracy Huziak-Clark.

2017-2023       Developing & Evaluating Assessments of Problem Solving (DEAP) ($1,543,241 – funded by National Science Foundation under DRK-12 program: NSF#1720646. Principal Investigator.) Collaborative award Principal Investigator: Toni Sondergeld, NSF# 1720661.

2016 – 2020    Enhancing minority middle school student knowledge, literacy, and motivation in STEM using contextualized agricultural life science learning experiences. ($1,043,985 – funded by National Science Foundation under Innovative Technology Experiences for Students and Teachers [ITEST] program: NSF#1513256. Senior Personnel.) Principal Investigator: Levon Esters.

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 - 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.) Principal Investigator: 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.)

2014 - 2015     Common Core for Reasoning and Sense Making: Secondary ((CO)²RES Secondary) ($92,753 – funded by Ohio Board of Regents: Principal Investigator.)

2014 – 2015    Common Core for Reasoning and Sense Making: Elementary ((CO)²RES Elementary) ($93,006 – funded by Ohio Board of Regents. Co-Principal Investigator.) Principal Investigator: Gabriel Matney.

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

2013 – 2014    Common Core for Reasoning and Sense Making: Elementary ((CO)²RES Elementary) ($89,164 funded by Ohio Board of Regents. Co-Principal Investigator.) Principal Investigator: Gabriel Matney.

2012 - 2013     Common Core for Reasoning and Sense Making: Secondary ((CO)²RES Secondary) ($78,190 – funded by Ohio Board of Regents. Principal Investigator.)

2012 – 2013    Common Core for Reasoning and Sense Making: Elementary ((CO)²RES Elementary) ($81,476 funded by Ohio Board of Regents. Co-Principal Investigator.) Principal Investigator: Gabriel Matney.

Professionally, Jonathan enjoys working alongside K-20 educators, industry partners, and nonprofits to support desired outcomes, particularly around assessment, problem solving, and learning contexts. He uses Universal Design in ways to promote student and teachers’ success and often draws upon real-world experiences in his teaching and research. He advocates for students and teachers by advocating for better tests - not more tests; as well as more time teaching and less time testing. To that end, you can often find him working in schools and with partners across the USA and is always excited by new connections! Personally speaking, Jonathan is an avid fisherman who also enjoys working in his garden. He loves his family and spending time with them.