Contact Information

Biography

Dr. Melissa Boston is a Professor of Mathematics Education at Duquesne University. Dr. Boston teaches mathematics methods courses for elementary, middle school, and high school teachers. Prior to this, Dr. Boston taught middle school and high school mathematics. Dr. Boston provides professional development and conducts research nationally. She has obtained and directed grants for professional development projects from the Heinz Foundation, National Science Foundation, Pittsburgh Foundation, Remake Learning, and Spencer Foundation. She has served as external evaluator for several Mathematics-Science Partnership grants and Noyce Grants and on several research advisory boards. In her research, Dr. Boston examines mathematics teaching and learning through classroom observations and collections of students' work, using the Instructional Quality Assessment (IQA) in Mathematics Toolkit, for which she is lead developer.

Dr. Boston is currently serving on the National Council of Teachers of Mathematics Board of Directors (2020-2023). She is a member of National Council of Teachers of Mathematics (NCTM), Association of Mathematics Teacher Educators (AMTE), and Pennsylvania Association of Mathematics Teacher Educators (PAMTE). Dr. Boston served on NCTM's Student Explorations in Mathematics committee, as Associate Editor of Mathematics Teacher Educator (2012-2015), as Series Editor for NCTM's 2017-2018 Annual Perspectives in Mathematics Education, and on NCTM's Principles to Actions Toolkit development team. She was awarded the Association of Teacher Educators' 2008 Distinguished Dissertation Award.

Dr. Boston is lead author of NCTM's Taking Action: Implementing Effective Mathematics Teaching Practice Grades 9-12 and Making Sense of Mathematics for Teaching to Inform Instructional Quality (Solution Tree). She has published her work in scholarly journals (Elementary School Journal, Journal of Mathematics Teacher Education, Journal for Research in Mathematics Education, International Journal of Mathematics Teacher Education, Journal of Mathematics Education Leadership, Urban Education) and book chapters.

Dr. Boston received her B.S. in Mathematics and Secondary Mathematics Education from Grove City College. From the University of Pittsburgh, she received an M.A. in Mathematics and Ed.D. in Mathematics Education.

Education

  • Ed.D., Mathematics Education, University of Pittsburgh, 2006
  • M.A., Mathematics, University of Pittsburgh, 1997
  • B.S., Mathematics / Secondary Education, Grove City College, 1992

C.V.

Research

Ongoing

  • Mathematics and Science Partnership (MSP) STEM Initiative, External evaluator
    Project Director Nancy Tsupros (PA IU1 Mathematics and Science Center)
  • ITEST Robotics Project, Research Consultant
    Principal Investigators Christian Schunn and Mary Kay Stein (University of Pittsburgh)
  • Instructional Quality Assessment (IQA) Mathematics Toolkit

Training and Research Consultant

  • Arizona State University (PI Pat Thompson), Educational Development Center, Michigan State University (PI Michael Steele), Mid-continental Center for Research on Education and Learning, Denver, CO (PI Andrea Beesley); MDRC Research Center (PI Janet Quint). North Carolina State University (PI Paola Sztajn), Ohio University (PI Greg Foley), University of Pennsylvania (PIs Jolley Christman and Jon Supovitz), and Vanderbilt University (PIs Paul Cobb and Tom Smith)
  • May 2010- December 2011: Duquesne University and Carnegie Learning, Inc., Principal Investigator
  • Summer Workshops to Improve Instruction in Mathematics
  • May, 2009-December, 2011: Duquesne University and Vanderbilt University: Designing Learning Experiences to Enhance School Leadership in Mathematics Education
    Project Director, with Erin Henrick and Paul Cobb
  • May 2007- May 2011: Vanderbilt University: Middle School Mathematics and the Institutional Setting of Teaching (MIST)
    Project, Research Consultant; Principal Investigators Paul Cobb and Thomas Smith
  • August 2006- June 2009: Enhancing Secondary Mathematics Teacher Preparation (ESP)
    Project Follow-Up Study; Principal Investigator, with Margaret Smith (University of Pittsburgh)
  • August 2003-August 2005: Enhancing Secondary Mathematics Teacher Preparation (ESP) Project
    Project Director; Principal Investigators Margaret Smith, Ellen Ansell, Paul Gartside, and Beverly Michael (University of Pittsburgh)
  • August 2000-August 2005: Instructional Quality Assessment (IQA) Project
    Lead Developer, IQA Mathematics Rubrics; Principal Investigators Lauren Resnick, Brian Junker, and Lindsay Clare Matsumura (University of Pittsburgh)
  • August 1998- August 2003: Cases of Mathematics Instruction to Enhance Teaching (COMET)
    Graduate Research Assistant; Principal investigators Margaret Smith, Edward Silver, and Mary Kay Stein (University of Pittsburgh)

School

Boston, M.D., Candela, A.G., & Dixon, J.K. (2019). Making Sense of Mathematics for Teaching to Inform Instructional Quality. Solution Tree: Bloomington, IN.

Badertscher, E. M. & Boston, M. D. (Eds.) (2019). Acknowledging Our Role in the Educational Debt: Working to Transform School Mathematics for Learners of Color, National Council of Supervisors of Mathematics (NCSM) 2019 Monograph. Boston, MA: Educational Development Center and NCSM.

Goffney, I., Gutierrez, R. & Boston, M. (Eds.) (2018). Annual Perspectives in Mathematics Education 2018: Rehumanizing Mathematics for Black, Latina/o, and Indigenous Children. National Council of Teachers of Mathematics: Reston, VA. 

Boston, M., Dillon, F. Smith, M.S., Miller, S. (2017). Taking Action: Implementing the Effective Mathematics Teaching Practices Grades 9-12. National Council of Teachers of Mathematics: Reston, VA. 

West, L. & Boston, M. (Eds.) (2017). Annual Perspectives in Mathematics Education 2017: Reflective and Collaborative Processes to Enhance Mathematics Teaching. National Council of Teachers of Mathematics: Reston, VA.
Candela, A. G., & Boston, M. (2022). Centering Professional Development around the Instructional Quality Assessment Rubrics. Mathematics Teacher Educator, 10(3), 204-222. 

Litke, E., Boston, M., & Walkowiak, T. A. (2021). Affordances and constraints of mathematics-specific observation frameworks and general elements of teaching quality. Studies in Educational Evaluation, 68, 100956.

Candela, A.G., Boston, M. D. & Dixon, J. K. (April 2020). Discourse actions to promote student access. NCTM Mathematics Teaching and Learning PK12, 113(04), 266-277.

Thomas-Browne, C. G., Boston, M. D., & Parke, C. S. (2020). Developing a Tool to Capture Productive and Unproductive Mindsets About Teaching Mathematics to African American Students: An Initial Review. Urban Education. https://doi.org/10.1177/0042085920934859.

Boston, M. D., & Parke, C. S. (2019). Using Teachers’ Feedback to Inform the Design of Professional Learning Experiences. In E. M. Badertscher & M. D. Boston (Eds.), Acknowledging Our Role in the Educational Debt: Working to Transform School Mathematics for Learners of Color, National Council of Supervisors of Mathematics (NCSM) 2019 Monograph (pp. 131-145). Boston, MA: Educational Development Center and NCSM.

Boston, M. D., Parke, C. S., & Thomas-Browne, C. G. (2019). Examining Teachers’ Beliefs and Practices in Enacting Equitable and Ambitious Mathematics Instruction. In E. M. Badertscher & 

Bostic, J., Lesseig, K., Sherman, M., & Boston, M. (2019). Classroom observation tools and mathematics education research. Journal of Mathematics Teacher Education, 1-27. DOI: 10.1007/s10857-019-09445-0 

Kessler, A., Boston, M., & Stein, M.K. (2019). Exploring how teachers support students’ mathematical learning in computer-directed learning environments. Information and Learning Sciences, 121, 1/2, 52-78 DOI: 10.1108/ILS-07-2019-0075.

Boston M.D. & Candela, A.G. (2018). The instructional quality assessment in mathematics: A tool for researchers and practitioners to enhance students’ engagement with cognitively demanding tasks. ZDM: Mathematics Education, 50(3), 427-444. https://doi.org/10.1007/s11858-018-0916-6. 

Akcay, A.O. & Boston, M. (2018).  Preservice mathematics teachers’ effective use of technology: Analyzing the cognitive demands of technology-based instructional activities. In Strutchens M., Huang R., Potari D., & Losano L. (Eds.), Educating Prospective Secondary Mathematics Teachers. ICME-13 Monographs. Springer.

Boston, M., Madler, K. & Cutone, C. (2017). Implementing tasks that promote reasoning and problem solving: Successes and obstacles in making “day-to-day” mathematics high-level. In D. Spangler and J. Wanko (Eds.), Research Companion to “Principles to Action.” National Council of Teachers of Mathematics: Reston, VA. 

Boston, M. D., Henrick, E. C., Gibbons, L. K., Berebitsky, D., & Colby, G. T. (2016). Investigating how to support principals as instructional leaders in mathematics. Journal of Research on Leadership Education, 1942775116640254.

Boston, M. D. (2015). Selecting and implementing cognitively challenging instructional tasks: A pathway for engaging students in the common core standards for mathematical practice. National Council of Teachers of Mathematics, More Lessons Learned from Research, Volume 1.  Reston, VA: National Council of Teachers of Mathematics.

Boston, M., Bostic, J., Lesseig, K. & Sherman, M. (2015). A comparison of mathematics classroom observation protocols. Mathematics Teacher Educator, 3, 154-175.

Boston, M. D., & Wilhelm, A. G. (2015).  Middle school mathematics instruction in instructionally-focused urban districts. Urban Education, 52(7), 829-861.

Boston, M. D. (2014). Assessing instructional quality in mathematics classrooms through collections of students’ work. In (Eds. Y. Li & E. Silver), Transforming Mathematics Instruction: Multiple Approaches and Practices (501-523). Switzerland: Springer International Publishing.

Boston, M. D., & Steele, M. (2014). Analyzing students’ work to reflect on instruction:  The instructional quality assessment as a tool for instructional leaders. Journal of Mathematics Education Leadership, 15, 21-33.

Boston, M. D. (2013). Connecting changes in secondary mathematics teachers' knowledge to their experiences in a professional development workshop. Journal of Mathematics Teacher Education, 16, 7-31.
Research-Related Presentations 

Bush, S., Rutledge, T, & Boston, M. (2023). Embracing a Partnership Approach to Supporting K-8 Mathematics Teacher Leaders to Catalyze Change. Annual Meeting of the Association of Mathematics Teacher Educators, New Orleans, LA.

Boston, M. & Candela, A. (2020). Tasks for Teachers: Using Existing Tasks to “Double-Dip” Content and Pedagogy. Annual Meeting of the Association of Mathematics Teacher Educators, Phoenix, AZ. 

Boston, M., Parke, C., and Thomas-Browne, C. (2019). Relating Beliefs and Practices in Equitable and Ambitious Mathematics Teaching. Poster presented at the National Council of Teachers of Mathematics Research Conference, San Diego, CA.

Badertscher, E., Boston, M. & Gates, M. (2019). Mathematical engagement is fundamentally an equity issue. Paper presented at the National Council of Teachers of Mathematics Research Conference, San Diego, CA.

Litke, E., Boston, M. Walkowiak, T. (2018). Affordances and constraints of mathematics-specific observation frameworks and general elements of teaching quality. Paper presented at the European Association of Research on Learning and Instruction SIG 18-23 Conference. Groningen, Netherlands. 

Candela, A. and Boston, M. (2018). Using the IQA as a Professional Development Tool with Mathematics Teachers. Annual Meeting of the Association of Mathematics Teacher Educators, Houston, TX. 

Bostic, J. Lesseig, K., Sherman, M., and Boston, M. (2018). Mathematics classroom observation protocols: Informing future research and practice. Annual Meeting of the Association of Mathematics Teacher Educators, Houston, TX.

Bostic, J. Lesseig, K., Sherman, M., and Boston, M. (2017). Classroom Observation Protocols: Choose Your Own Tool. Research report presented at the National Council of Teachers of Mathematics Research Conference, San Antonio, TX. 

Akcay, A.O. & Boston, M. (2016).  Preservice mathematics teachers’ effective use of technology: Analyzing the cognitive demands of technology-based instructional activities. Paper presented at the 13th International Congress on Mathematics Education, Hamburg, Germany.

Boston, M., Munter, C., Parke, C., Thomas-Browne, C., Shekell, C. and Haines, C. (2016). Formative intervention research to enhance equitable mathematics instruction: Results and feedback from integrating multiple data sources. Paper presented at the Research Conference of the National Council of Teachers of Mathematics Annual Meeting, San Francisco, CA.

Boston, M. (2016). Using observation data to support equitable and ambitious mathematics instruction. Paper presented at the Annual Meeting of the American Educational Research Association, Washington, DC.

Akcay, A. O., & Boston, M. (2016, June). Mathematics teachers’ use of technology. Presentation at International Society for Technology in Education Conference, Atlanta, GA.

Boston, M. (2015). Successes and barriers in evaluating equitable practices in teaching mathematics. Paper presented at the Research Conference of the National Council of Teachers of Mathematics Annual Meeting, Boston, MA.

Parke, C. & Boston, M. (2015). Connecting teachers’ knowledge and practice to student achievement in mathematics. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.

Akcay, A., & Boston, M. (2015). A comparison study of fractions content in mathematics textbooks from the U.S. and Turkey. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL. 

Gokbel, E. N., & Boston, M. D. (2015). Considering students’ responses in determining the quality of teachers’ questions during mathematical discussions. In Paper presentation at the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, East Lansing, MI.


Teaching-Related Presentations (Peer-Reviewed)

Candela, A., & Boston, M. (2022). Using Discourse Actions to Promote Access and Student Voice in Mathematics Classrooms. Presentation at the National Council of Teachers of Mathematics Annual Meeting, Los Angeles, CA.

Boston, M. (2022). Building Equitable Mathematics Learning Opportunities through Tasks and Talk. Presentation at the Penn State Behrend Summer Mathematics Conference, Erie, PA.

Boston, M. (2022). “I found a short cut!” Building Joy and Fluency for Fractions. Presentation at the California Mathematics Council - South (CMC-South) Annual Meeting, Palm Springs, CA.

Boston, M. (2022). Taking Action: Focus on Effective Mathematics Teaching Practices in High School. Presentation at the National Council of Teachers of Mathematics Regional Meeting, Baltimore, MD.

Candela, A., Boston, M. (2022). Coaching How Teacher’s Follow Up to Create Space for Student Voice. Presentation at the National Council of Teachers of Mathematics Regional Meeting, Baltimore, MD.

Candela, A., Boston, M., & Dixon, J. (2022). Asking Questions to Promote Students' Access and Engagement in Mathematics. Presentation at the National Council of Teachers of Mathematics Regional Meeting, Indianapolis, IN.

Candela, A., Boston, M., & Dixon, J. (2021). Opening Classroom Discussions: Using Tasks and Questions as a Vehicle for Student Voice. Presentation at the National Council of Teachers of Mathematics Virtual Annual Meeting. 

Boston, M., Candela, A., & Dixon, J. (2019). Improve your Discourse Actions: “Link” Students Responses and “Press” for More. Presentation at the National Council of Teachers of Mathematics Annual Meeting, San Diego, CA.

Boston, M., & Dillon, F. (2018). Taking Action: Implementing Effective Mathematics Teaching Practices in Grades 9-12. Presentation at the National Council of Teachers of Mathematics Regional Conference, Kansas City, MO.   

Boston, M., Dillon, F., & Miller, S. (2017). Taking Action: Implementing Effective Teaching Practices in Grades 9-12
Presentation at the National Council of Teachers of Mathematics Annual Meeting and National Council of Supervisors of Mathematics Annual Conference, San Antonio, TX.   

Boston, M. Dillon, F., & Miller, S. (2016). Principles to Actions Professional Learning Toolkit: Effective Teaching Practices in High School. Presentation at the National Council of Teachers of Mathematics Annual Meeting, San Francisco, CA.
  
Dillon, F. & Boston, M. (2016).  Principles to Actions Professional Learning Toolkit: Focus on Purposeful Questions and Productive Struggle. Presentation at the National Council of Supervisors of Mathematics Annual Conference, San Francisco, CA.

Bill. V., Boston, M., Dillon, F., Hillen, A., Huinker, D., Smith, M. Steele, M. (2016). Supporting Teachers’ Development of NCTM’s Effective Mathematics Teaching Practices: An Exploration of New Resources. Presentation at the annual meeting of the Association of Mathematics Teacher Educators, Irvine, CA. 

Boston, M. (2016). Improving Mathematical Discussions Using the IQA Lesson Observation Instrument. Presentation at the annual meeting of the Pennsylvania Council of Teachers of Mathematics, Seven Springs, PA.

Boston, M. (2016). Effective Mathematics Teaching Practices in High School Classrooms. Presentation at the annual meeting of the Pennsylvania Council of Teachers of Mathematics, Seven Springs, PA.

Boston, M. (2015).  NCTM’s “Principles to Actions” Professional Development Toolkit:  Effective Teaching Practices in Secondary Mathematics. Presentation at the annual meeting of the Pennsylvania Council of Teachers of Mathematics, Lancaster, PA.

Boston, M. (2015).  NCTM’s “Principles to Actions” Professional Development Toolkit:  Effective Teaching Practices in Middle Grades Mathematics. Presentation at the annual meeting of the Pennsylvania Council of Teachers of Mathematics, Lancaster, PA.

Boston, M. & Miller, S. (2015). Moving to Action: Effective Teaching Practices in the Secondary Grades. Presentation at the National Council of Teachers of Mathematics Annual Meeting, Boston, MA.