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 

MGSE 2189 
Classroom Interactions 
Undergraduate 
MGSE 3404 
Teaching and Learning Math in the Middle Grades 
Undergraduate 
MGSE 5404 
Teaching Math in the Middle Grades 
Graduate 
EDUC 4389 
Field Experience 
Undergraduate 
EDUC 8504 
Problem Solving and Reasoning in STEM Education 
Graduate 
Selected Publications

Barbieri, C.A., Young, L.K., Newton, K.J., & Booth, J.L. (2021). Predicting Middle School Profiles of Algebra Performance Using Fraction Knowledge. Child Dev, 92(5), pp. 19842005. United States. doi: 10.1111/cdev.13568

Newton, K.J., Lange, K., & Booth, J.L. (2020). Mathematical Flexibility: Aspects of a Continuum and the Role of Prior Knowledge. Journal of Experimental Education, 88(4), pp. 503515. doi: 10.1080/00220973.2019.1586629

Newton, K.J., Leonard, J., Buss, A., Wright, C.G., & BarnesJohnson, J. (2020). Informal STEM: learning with robotics and game design in an urban context. Journal of Research on Technology in Education, 52(2), pp. 129147. doi: 10.1080/15391523.2020.1713263

Newton, K. (2020). Mathematics strategy interventions. In Handbook of Strategies and Strategic Processing (pp. 159176). doi: 10.4324/978042942363510

Heffernan, K.A. & Newton, K.J. (2019). Exploring mathematics identity: an intervention of early childhood preservice teachers. Journal of Early Childhood Teacher Education, 40(3), pp. 296324. doi: 10.1080/10901027.2019.1590484

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. J Exp Child Psychol, 118, pp. 110118. United States. doi: 10.1016/j.jecp.2013.09.001

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

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. & Star, J.R. (2013). Exploring the Nature and Impact of Model Teaching With Worked Example Pairs. Mathematics Teacher Educator, 2(1), pp. 86102. doi: 10.5951/mathteaceduc.2.1.0086

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, pp. 2434. doi: 10.1016/j.learninstruc.2012.11.002

Newton, K.J. & Alexander, P.A. (2013). Early Mathematics Learning in Perspective: Eras and Forces of Change. In L.D. English & J.T. Mulligan (Eds.), Reconceptualizing Early Mathematics Learning. Springer Science & Business Media. Retrieved from https://www.worldcat.org/

Booth, J.L. & Newton, K.J. (2012). Fractions: Could they really be the gatekeeper's doorman? Contemporary Educational Psychology, 37(4), pp. 247253. doi: 10.1016/j.cedpsych.2012.07.001

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), pp. 289299. doi: 10.1111/j.19498594.2012.00145.x

Newton, K.J., Ketelhut, D.J., Pecore, J., & Jubilee, S. (2012). Components that contribute to mathematics teaching selfefficacy during an alternative certification program. In SelfEfficacy in School and Community Settings (pp. 107124).

Newton, K.J. & Sands, J. (2012). Why Don's We Just Divide Across? Mathematics Teaching in the Middle School, 17(6), pp. 340345. Retrieved from http://libproxy.temple.edu/

Graeber, A.O., Newton, K.J., & Chambliss, M.J. (2012). Crossing the borders again: Challenges in comparing quality instruction in mathematics and reading. Teachers College Record, 114(4).

Ketelhut, D.J., Newton, K.J., & UEC Temple University (2011). Development of Mathematics and Science Teacher Efficacy during an Alternative Middle Grades Certification Program. Urban Education Collaborative. Retrieved from http://libproxy.temple.edu/

Graeber, A.O., Valli, L., & Newton, K.J. (2011). Upper Elementary Math Lessons: Case Studies of Real Teaching. Rowman & Littlefield Publishers, Inc.. Retrieved from http://libproxy.temple.edu/

Newton, K.J., Star, J.R., & Lynch, K. (2010). Understanding the development of flexibility in struggling algebra students. Mathematical Thinking and Learning, 12(4), pp. 282305. doi: 10.1080/10986065.2010.482150

Star, J.R. & Newton, K.J. (2009). The nature and development of experts' strategy flexibility for solving equations. ZDM  International Journal on Mathematics Education, 41(5), pp. 557567. doi: 10.1007/s1185800901855

Newton, K.J. (2009). Instructional practices related to prospective elementary school teachers' motivation for fractions. Journal of Mathematics Teacher Education, 12(2), pp. 89109. doi: 10.1007/s108570099098z

Newton, K.J. (2008). An extensive analysis of preservice elementary teachers' knowledge of fractions. American Educational Research Journal, 45(4), pp. 10801110. doi: 10.3102/0002831208320851