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Jonathan D. Bostic

To make a Dairy Queen Blizzard problem stand up to scrutiny, look to the Common Core for a recipe.

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Jonathan D. Bostic

Teaching about, teaching for, and teaching through problem solving are explored.

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Jonathan Bostic and Tim Jacobbe

A four-day intervention proved highly successful. Here are practical, specific guidelines for you to quickly develop a similar classroom culture.

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Stephanie A. Casey and Jonathan D. Bostic

Implementing the practice of looking for and making use of structure differs when addressing statistics content standards compared with mathematics content standards. Read about suggestions for tuning out noise in data to teach SMP 7 in statistics.

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Maria E. Nielsen and Jonathan D. Bostic

Learn how to use and connect representations with lessons on linear functions.

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Jordan T. Hede and Jonathan D. Bostic

See how sixth-grade students design and create quilt squares for this geometry project.

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Melissa Boston, Jonathan Bostic, Kristin Lesseig and Milan Sherman

In this article, we provide information to assist mathematics teacher educators in selecting classroom observation tools. We review three classroom observation tools: (1) the Reform-Oriented Teaching Observation Protocol (RTOP); (2) the Instructional Quality Assessment (IQA) in Mathematics; and (3) the Mathematical Quality of Instruction (MQI). We begin by describing each tool and providing examples of research studies or program evaluations using each tool. We then look across tools to identify each tool's specific focus, and we discuss how the features of each tool (and the protocol for its use) might serve as affordances or constraints in relation to the goals, purposes, and resources of a specific investigation. We close the article with suggestions for how each tool might be used by mathematics teacher educators to support teachers' learning and instructional change.