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 coprimary 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(2018June), pp. 15811582.

Newton, K.J., Sperling, R.A., & Martin, A.J. (2017). Learning disabilities, attentiondeficit hyperactivity disorder, and executive functioning: Contributions from educational psychology in progressing theory, measurement, and practice. Contemporary Educational Psychology, 50, pp. 13. doi: 10.1016/j.cedpsych.2016.12.003

Star, J.R., Newton, K., Pollack, C., Kokka, K., RittleJohnson, B., & Durkin, K. (2015). Student, teacher, and instructional characteristics related to students' gains in flexibility. Contemporary Educational Psychology, 41, pp. 198208. doi: 10.1016/j.cedpsych.2015.03.001

Star, J.R., Pollack, C., Durkin, K., RittleJohnson, B., Lynch, K., Newton, K., & Gogolen, C. (2015). Learning from comparison in algebra. Contemporary Educational Psychology, 40, pp. 4154. 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. 535540. Retrieved from http://libproxy.temple.edu/

Booth, J.L., Newton, K.J., & TwissGarrity, L.K. (2014). The impact of fraction magnitude knowledge on algebra performance and learning. Journal of Experimental Child Psychology, 118(1), pp. 110118. 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 selfefficacy during an alternative certification program. In S. Britner (Ed.), SelfEfficacy in School and Community Settings (pp. 107124). 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. 121. doi: 10.1086/676949