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

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

Education
  • 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
Recent Scholarship

Books

Valli, L., Graeber, A. O., & Newton, K. J. (2011). Upper elementary math lessons: Case studies of real teaching. Lanham, MD: Rowman & Littlefield.

Journal Articles

Newton, K. J., & Star, J. R. (in press). Exploring the nature and impact of model teaching with worked example pairs. Mathematics Teacher Educator.

Lange, K. E., Booth, J. L., & Newton, K. J. (in press). Learning algebra from worked examples. Mathematics Teacher.

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, 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 Record114(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 School16(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 Education41, 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.

Funded Projects

Co-Principal Investigator with Kenneth R. Koedinger, Improving students' skill at solving equations through better encoding of algebraic concepts. Grant funded by the Department of Education, 2010-2013. Principal Investigator: Julie Booth ($1,048,204).

Co-Principal Investigator with Bethany Rittle-Johnson, Helping teachers to use and students to learn from contrasting examples: A scale-up study in Algebra I. Grant funded by the National Science Foundation, 2008 -2013. Principal Investigator: Jon R. Star ($2,006,604).

Co-Principal Investigator with Diane Jass Ketelhut, e=mc2: Educating middle-grade teachers for challenging contexts. Program funded by the Department of Education, 2007-2012. Principal Investigator: Kent McGuire ($3,014,360).