Biography

Dr. Kristie J. Newton has taught both middle and high school mathematics as well as conducted professional development for mathematics teachers at the elementary, middle, and high school levels. Her research has focused on the development of mathematical knowledge, especially related to fractions and algebra. She has explored mathematical thinking across a range of groups, from struggling learners to experts, in order to understand misconceptions as well as productive and flexible ways of problem solving. She is also interested in how this knowledge is related to other significant factors, such as motivation and instruction. She currently serves as a co-primary investigator on a U.S. Department of Education grant with Julie Booth (PI): “Opening the Door to Algebra: Does Improving Facets of Fraction Knowledge Impact Algebra Learning?”

Courses Taught

Number

Name

Level

EDUC 1017

Algebra and Algebraic Thinking for Educators

Undergraduate

EDUC 4389

Field Experience

Undergraduate

EDUC 5402

Child and Adol Develop

Graduate

MGRE 3145

Teaching and Learning Math in the Middle Grades

Undergraduate

MGRE 5404

Teaching Math in the Middle Grades

Graduate

MAES 3145

Teaching and Learning Mathematics in the Middle Grades

Undergraduate

Selected Publications

  • Newton, K.J., Lange, K., & Booth, J.L. (2019). Mathematical Flexibility: Aspects of a Continuum and the Role of Prior Knowledge. Journal of Experimental Education. doi: 10.1080/00220973.2019.1586629

  • Booth, J.L., Newton, K.J., Pendergast, L.H., & Barbieri, C. (2018). Opening the door to algebra: The role of fraction knowledge in algebra learning. Proceedings of International Conference of the Learning Sciences, ICLS, 3(2018-June), pp. 1581-1582.

  • Newton, K.J., Sperling, R.A., & Martin, A.J. (2017). Learning disabilities, attention-deficit hyperactivity disorder, and executive functioning: Contributions from educational psychology in progressing theory, measurement, and practice. Contemporary Educational Psychology, 50, pp. 1-3. doi: 10.1016/j.cedpsych.2016.12.003

  • Star, J.R., Newton, K., Pollack, C., Kokka, K., Rittle-Johnson, B., & Durkin, K. (2015). Student, teacher, and instructional characteristics related to students' gains in flexibility. Contemporary Educational Psychology, 41, pp. 198-208. doi: 10.1016/j.cedpsych.2015.03.001

  • Star, J.R., Pollack, C., Durkin, K., Rittle-Johnson, B., Lynch, K., Newton, K., & Gogolen, C. (2015). Learning from comparison in algebra. Contemporary Educational Psychology, 40, pp. 41-54. doi: 10.1016/j.cedpsych.2014.05.005

  • Lange, K.E., Booth, J.L., & Newton, K.J. (2014). Learning algebra from worked examples. Mathematics Teacher, 107(7), pp. 535-540. Retrieved from http://libproxy.temple.edu/

  • Booth, J.L., Newton, K.J., & Twiss-Garrity, L.K. (2014). The impact of fraction magnitude knowledge on algebra performance and learning. Journal of Experimental Child Psychology, 118(1), pp. 110-118. doi: 10.1016/j.jecp.2013.09.001

  • Newton, K.J., Ketelhut, D.J., Pecore, J., & Jubilee, S. (2014). Components that contribute to mathematics teaching self-efficacy during an alternative certification program. In S. Britner (Ed.), Self-Efficacy in School and Community Settings (pp. 107-124). n.p.: Nova Science Publishers.

  • Newton, K.J., Willard, C., & Teufel, C. (2014). An examination of the ways that students with learning disabilities solve fraction computation problems. Elementary School Journal, 115(1), pp. 1-21. doi: 10.1086/676949