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




MGSE 2189

Classroom Interactions


MGSE 3404

Teaching and Learning Math in the Middle Grades


EDUC 8501

Motivation in Education


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. 1984-2005. 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. 503-515. doi: 10.1080/00220973.2019.1586629

  • Newton, K.J., Leonard, J., Buss, A., Wright, C.G., & Barnes-Johnson, J. (2020). Informal STEM: learning with robotics and game design in an urban context. Journal of Research on Technology in Education, 52(2), pp. 129-147. doi: 10.1080/15391523.2020.1713263

  • Newton, K. (2020). Mathematics strategy interventions. In Handbook of Strategies and Strategic Processing (pp. 159-176). doi: 10.4324/9780429423635-10

  • 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. 296-324. doi: 10.1080/10901027.2019.1590484