Kristie Jones Newton, Ph.D.
Kristie Jones Newton, Ph.D.
Associate Professor of Middle Grades Education
Teaching & Learning

Ritter Hall 438
1301 Cecil B. Moore Ave.
Philadelphia, PA 19122
phone/fax: (215) 204-6135/(215) 204-1414

  • Ph.D. Human Development, University of Maryland at College Park
  • M.S. Human Development, University of North Texas
  • B.S. Mathematics, University of Texas at Dallas
Areas of Professional Interest
  • Teacher and student knowledge of mathematics in the middle grades
  • Links between motivation, learning, and instruction in mathematics
  • Characteristics of high-quality mathematics instruction
  • Mathematics Education
Recent Scholarship
Valli, L., Graeber, A. O., & Newton, K. J. (2011). Upper elementary math lessons: Case studies of real teaching. Lanham, MD: Rowman & Littlefield. 
Newton, K. J. (in preparation). Mathematical learning and understanding in education. New York, NY: Routledge.
Journal Articles
Ketelhut, D. J, Newton, K. J., & Coon, A. (under review). Development of mathematics and science teacher efficacy during an alternative middle grades certification program. Manuscript submitted for publication.
Newton, K. J., Lange, K. & Booth, J. L. (under review). Mathematical flexibility: Aspects of a trajectory and the role of prior knowledge. Manuscript submitted for publication.
Newton, K. J., Jansen, A., & Puleo, P. (under review). Motivation toward fractions of students with learning disabilities in a mastery-oriented sixth-grade mathematics classroom. Manuscript submitted for publication.
Newton, K. J., Fornaro, E., & Pecore, J. (under review). Program completion and retention of career changers pursuing alternative teacher certification: Who drops, who commits, and why? Manuscript submitted for publication.
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, 198-208.
Star, J., Pollack, C., Durkin, K., Rittle-Johnson, B., Lynch, K., Newton, K., & Gogolen, C. (2015). Learning from comparison in algebra. Contemporary Educational Psychology, 40, 41-54.
Newton, K. J., Willard, C., Teufel, C. (2014). Struggling sixth grade students' ways of solving fraction computation problems. Elementary School Journal,115(1), 1-21.
Lange, K. E., Booth, J. L., & Newton, K. J. (2014). Learning algebra from worked examples. Mathematics Teacher, 107(7), 534-540.
Booth, J. L., Newton, K. J., & Twiss-Garrity, L. (2014). The impact of fraction magnitude knowledge on algebra performance and learning. Journal of Experimental Child Psychology, 118,110-118.
Newton, K. J., & Star, J. R. (2013). Exploring the nature and impact of model teaching with worked example pairs. Mathematics Teacher Educator 2(1), 86-102.
Booth, J. L., Lange, K. E., Koedinger, K. R., & Newton, K. J. (2013). Using example problems to improve student learning in algebra: Differentiating between correct and incorrect examples. Learning and Instruction, 25, 24-34.
Booth, J. L., & Newton, K. J. (2012). Fractions: Could they really be the gatekeeper's doorman? Contemporary Educational Psychology, 37(4), 247-253.
Newton, K. J., Leonard, J., Evans, B. R., & Eastburn, J. A. (2012). Preservice elementary teachers' mathematics content knowledge and teacher efficacy. School Science and Mathematics,112(5), 289-299.
Graeber, A., Newton, K. J., & Chambliss, M. (2012). Crossing the borders again: Challenges in comparing quality instruction in mathematics and reading. Teachers College Record, 114(4), 040304, 30 pages.
Newton, K. J., & Sands, J. (2012). Why don't we just divide across? Mathematics Teaching in the Middle School, 17(6), 340-345.
Newton, K., Star, J. R., & Lynch, K. (2010). Understanding the development of flexibility in struggling algebra students. Mathematical Thinking and Learning, 12(4), 282-305. 
Newton, K. J. (2010). Sweetest chocolate milk. Mathematics Teaching in the Middle School, 16(3), 148-153. 
Star, J. R., & Newton, K. J. (2009). The nature and development of experts' strategy flexibility for solving equations. ZDM - The International Journal on Mathematics Education, 41, 557-567.
Newton, K. J. (2009). Instructional practices related to prospective elementary school teachers’ motivation for fractions. Journal of Mathematics Teacher Education, 12(2), 89-109.
Newton, K. J. (2008). An extensive analysis of preservice elementary teachers’ knowledge of fractions. American Educational Research Journal, 45(4), 1080-1110.
Jones, K. K., & Byrnes, J. P. (2006). Characteristics of students who benefit from high-quality mathematics instruction. Contemporary Educational Psychology, 31, 328-343.
Book Chapters
Newton, K. J., & Alexander, P. A. (2013). Early mathematics learning in perspective: Eras and forces of change. In L. English & J. Mulligan (Eds.) Reconceptualizing early mathematics learning. Springer.
Newton, K. J., Ketelhut, D. J., Pecore, J., Jubilee, S. (2012). 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). Hauppauge, NY: Nova Science Publishers.