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 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
Number | Name | Level |
|---|---|---|
EDUC 4389 | Field Experience | Undergraduate |
MGSE 2189 | Classroom Interactions | Undergraduate |
MGSE 3404 | Teaching and Learning Math in the Middle Grades | Undergraduate |
EDUC 8504 | Problem Solving and Reasoning in STEM Education | Graduate |
MGSE 5404 | Teaching Math in the Middle Grades | Graduate |
Selected Publications
Recent
Barbieri, C., Young, L., Newton, K., & Booth, J. (2021). Predicting Middle School Profiles of Algebra Performance Using Fraction Knowledge. Child Development, 92(5), 1984-2005. doi: 10.1111/cdev.13568.
Newton, K., Lange, K., & Booth, J. (2020). Mathematical Flexibility: Aspects of a Continuum and the Role of Prior Knowledge. Journal of Experimental Education, 88(4), 503-515. doi: 10.1080/00220973.2019.1586629.
Newton, K., Leonard, J., Buss, A., Wright, C., & 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), 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. & Newton, K. (2019). Exploring mathematics identity: an intervention of early childhood preservice teachers. Journal of Early Childhood Teacher Education, 40(3), 296-324. doi: 10.1080/10901027.2019.1590484.
Booth, J., Newton, K., Pendergast, L., & 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(2018-June), 1581-1582.
Newton, K., Sperling, R., & Martin, A. (2017). Learning disabilities, attention-deficit hyperactivity disorder, and executive functioning: Contributions from educational psychology in progressing theory, measurement, and practice. Contemporary Educational Psychology, 50, 1-3. doi: 10.1016/j.cedpsych.2016.12.003.