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Steven C. Beering Hall of Liberal Arts and Education 100 N. University Street West Lafayette Indiana 47907-2098 BRNG 4136work Work Phone: (765) 494-5679work Work Email: janewton@purdue.eduINTERNET

Categories: CATALYST, CnI Online Fac, Curriculum and Instruction, Mathematics Education

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Jill Newton

Professor Mathematics EducationCurriculum and Instruction

– Profile

+ Education

+ Experience

+ Awards

+ Research and Publications

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

Selected Publications

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
Bell, T., Lolkus, M., Newton, J., & Willey, C. (2021). Exploring power and oppression: An examination of mathematics teacher educators’ professional growth. Mathematics Teacher Educator, 9(3), 184-201. https://doi.org/10.5951/MTE.2020.0036
Giorgio-Doherty, K., Baniahmadi, M., Newton, J., Olson, A. M., Ferguson, K., Sammons, K., Wood, M. B., & Drake. C. (2021). COVID and curriculum: Elementary teachers report on the challenges of teaching and learning mathematics remotely. Journal of Multicultural Affairs, 6(2), Article 3. https://scholarworks.sfasu.edu/jma/vol6/iss2/3/
Cirillo, M., Staples, M., Kosko, K. W., Newton, J., Conner, A., & Gomez, C. N. (2021). Conceptions and consequences of what we call argumentation, justification, and proof. In D. Olanoff, K. Johnson, & S. M. Spitzer (Eds.), Proceedings of the 43rd annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (pp. 1922-1925). Philadelphia, PA. https://bit.ly/PMEproceed
Newton, J., Oudghiri, S., Obenchain, K., & Phillion, J. (2020). Preservice teachers’ understandings of social justice within the context of study abroad programs. Theory into Practice, 59(3), 259-268. https://doi.org/10.1080/00405841.2020.1739956