Address:
Steven C. Beering Hall of
Liberal Arts and Education
100 N. University Street
West Lafayette, Indiana 47907-2098
BRNG 4136

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Jill Newton

Professor

Mathematics Education,
Curriculum and Instruction

Email:
janewton@purdue.edu

Phone:
(765) 494-5679

Address:
Steven C. Beering Hall of
Liberal Arts and Education
100 N. University Street
West Lafayette, Indiana 47907-2098
BRNG 4136

Profile

+ Education

+ Career Experience

+ Awards & Honors

Research & Publications

Mathematics education curriculum
Mathematics teacher education
Algebra teaching and learning
Study abroad and international education

+ Selected Publications

Zhou, L., Suazo-Flores, E., Sapkota, B., Mbewe, R., & Newton, J. (2025). Image of mathematics: A case study of two women's early mathematics experiences. School Science and Mathematics. https://doi.org/10.1111/ssm.18337
Doherty, K., Sapkota, B., Baniahmadi, M., Jiang, N., Hendrickson, L., Fulwider, D., Olson, A. M., Wood, M. B., & Newton, J. A. (2024). Opportunities and challenges in surveying and interviewing elementary teachers about their mathematics curricular use. In D. R. Thompson, M. A. Huntley, & C. Suurtamm (Eds.), Lessons learned from research on mathematics curriculum (pp. 385-398). Information Age.
Jung, H., Newton, J., & Maher, E. M. (2024). Conceptualizing algebraic connections: Honoring voices from future mathematics teachers and the instructors who teach them. International Electronic Journal of Mathematics Education, 19(4), Article No: em0797. https://doi.org/10.29333/iejme/15519
Newton, J. (2024). Everything I really need to know about curriculum, I learned from CSMC. In D. R. Thompson, M. A. Huntley, & C. Suurtamm (Eds.), Lessons learned from research on mathematics curriculum (pp. 599-622). Information Age.
Sapkota, B., Fulwider, D., Odondi, A., Rigsby, B., & Newton, J. (2024). Exploring Elementary teachers’ post-COVID mathematics curricular use: Focus on curricular reasoning. In K. Kosko, J. Caniglia, S. Courtney, M. Zolfaghari, & G. A. Morris (Eds.), Proceedings of the forty-sixth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 101-105). Kent State University.
Sapkota, B., Luo, X., Sapkota, M., Akarsu, M., Deogratias, E., Fauber, D., Mbewe, R., Mumba, F., Panthi, R. K., Newton, J., & Phillion, J. (2024). Exploring international educators’ learning about local and global social justice in a virtual community of practice. In A. Slapac, & C. A. Huertas-Abril (Eds.), Encouraging transnational learning through telecollaboration in global teacher education (pp. 45-78). IGI Global.
Zhou, L., Sapkota, B., Max, B., Newton, J., Jung, H., McKee, R., & Keazer, L. (2024). Exploring the narratives of women mathematics educators through a dialogical self approach. In K. Kosko, J. Caniglia, S. Courtney, M. Zolfaghari, & G. A. Morris (Eds.), Proceedings of the forty-sixth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 421-425). Kent State University.
Newton, J., Staples, M. Berry, B., & Miller, T. (Eds.). (2023). Special Issue: The collective endeavor of learning: Reflecting on the contributions of Terry L. Wood. Theory into Practice, 62(1).
Zhou, L., McKee, R., Max, B., Jung, H., Sapkota, B., Newton, J., & Keazer, L. (2023). Figured worlds of women mathematics education scholars. In T. Lamberg & D. Moss (Eds). Proceedings of the forty-five annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 49-53). University of Nevada, Reno. https://www.pmena.org/pmenaproceedings/PMENA%2045%202023%20Proceedings%20Vol%202.pdf
Sapkota, B., Doherty, K., Wood., M. B., & Newton, J. (2023). Elementary teachers’ use of mathematics curricular materials: Focus on Teachers Pay Teachers and Pinterest. In T. Lamberg & D. Moss, (Eds.), Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 290-291). University of Nevada, Reno. https://www.pmena.org/pmenaproceedings/PMENA%2045%202023%20Proceedings%20Vol%201.pdf
Sapkota, B. K., Zhou, L., Mbewe, R., Newton, J., & Phillion, J. (2023). Fostering pre-service teachers’ social justice awareness and intercultural competence through a virtual global community of practice. In C. E. Ullom, & N. Guler, (Eds.), At school in the world: Developing globally engaged teachers (pp. 212-237). Rowman & Littlefield.
Lolkus, M., Duke, L., & Newton, J. (2022). Study abroad participants’ reflections on relationship development: The role of context, curriculum, and community engagement. Frontiers: The Interdisciplinary Journal of Study Abroad, 34(4), 53-90. https://doi.org/10.36366/frontiers.v34i4.694
Maher, E. M., Jung, H., & Newton, J. A. (2022). Mathematics learning, teaching, and equity in policy and programs: The case of secondary mathematics teacher education in the United States. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 10(2), 308-327. https://doi.org/10.46328/ijemst.2110
Newton, J., Alvey, C., & Hudson, R. (2022). Investigating mathematics pre-service teachers’ knowledge for teaching: Focus on quadratic equations. Mathematics Teacher Education and Development, 24(2), 86-110.
Newton, J., with Yackel, E. (2022). Justification in secondary math classrooms: Co-constructing context and process. In K. Bieda, A. Conner, K. Kosko, & M. Staples (Eds.), Conceptions and consequences of argumentation, justification, and proof (pp. 159-175). Springer.
Lolkus, M., & Newton, J. (2022). Knowing the World Through Mathematics: Development of an undergraduate mathematics course for international social justice. In M. Suleiman, & T. Huber (Ed.), Beyond provincialism: Promoting global competencies in teacher and educator preparation. In Tonya Huber (Series Ed.), International Education Inquiries: People, Places, and Perspectives of Education 2030 (pp. 105-154). Information Age.
Zhou, L., Sapkota, B., Mbewe, R., Newton, J., & Phillion, J. (2022). Global social justice in education: Developing a virtual intercultural community of practice. In M. Suleiman, & T. Huber (Ed.), Beyond provincialism: Promoting global competencies in teacher and educator preparation. In Tonya Huber (Series Ed.), International Education Inquiries: People, Places, and Perspectives of Education 2030 (pp. 63-101). Information Age.
Doherty, K., Baniahmadi, M., Sapkota, B., Adjei, E. K., Brown, J., Newton, J. A., Wood, M. B., Olson, A. M., & Drake, C. (2022). Exploring dissonance and harmony in elementary mathematics teachers’ curricular use, autonomy, decision-making, and coherence. In A. E. Lischka, E. B. Dyer, R. S. Jones, J. Lovett, J. Strayer, & S. Drown (Eds), Proceedings of the 44th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Middle Tennessee State University. http://www.pmena.org/pmenaproceedings/PMENA%2044%202022%20Proceedings.pdf

Courses Typically Taught

EDCI 22200 — Knowing the World Through Mathematics
EDCI 22550 — Mathematics Education Seminar
EDCI 35001 — Tanzania Seminar
EDCI 35002 — International Comparative Education: Focus on Tanzania
EDCI 35003 — Knowing Africa Through Literature
EDCI 35004 — History, Culture, and Language in Tanzania
EDCI 42500 — Teaching Mathematics in the Secondary School I
EDCI 42600 — Teaching Mathematics in the Secondary School II
EDCI 49800 — Supervised Teaching in Mathematics
EDCI 52004 — Teachers as Leaders
EDCI 53500 — Teaching and Learning Algebra and Functions
EDCI 62000 — Developing as a Mathematics Education Researcher
EDCI 63500 — Content and Goals in Mathematics Education