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Enacted Mathematics Curriculum: A Conceptual Framework and Research Needs


reviewed by Jonathan D. Bostic — October 23, 2015

coverTitle: Enacted Mathematics Curriculum: A Conceptual Framework and Research Needs
Author(s): Denisse R. Thompson, Zalman Usiskin (Eds.)
Publisher: Information Age Publishing, Charlotte
ISBN: 1623965837, Pages: 208, Year: 2014
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Cite This Article as: Teachers College Record, Date Published: October 23, 2015
http://www.tcrecord.org ID Number: 18199, Date Accessed: 10/17/2017 2:54:26 PM

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About the Author
  • Jonathan Bostic
    Bowling Green State University
    E-mail Author
    JONATHAN BOSTIC is an assistant professor of mathematics education at Bowling Green State University. His areas of interest are exploring mathematical proficiency through the contexts of problem solving and representations. He is currently the Primary Investigator for a Math-Science Partnership grant titled Common Core for Achievement and Middle Grades Mathematical Proficiency and serves as co-Investigator for a Math-Science Partnership grant titled Common Core for Mathematical Proficiency in Elementary School. Jonathan’s recent publications span across varied journals and audiences, “Measuring sixth-grade students’ problem solving: Validating an instrument addressing the mathematics Common Core” (School Science and Mathematics Journal), “Classroom observation tools to support the work of mathematics teacher educators” (Mathematics Teacher Educator), “A blizzard of a value” (Mathematics Teaching in the Middle School), and “Developing a contextualization of students’ mathematical problem solving” (Journal for Mathematical Behavior). He is currently working on development of a vertically equated series of problem-solving measures for middle grades students and exploring the impact of professional development focused on the Standards for Mathematical Practice on teachers’ and students’ outcomes in K-8 contexts.
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