Department of Curriculum and Instruction Webpage

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Jill Newton

Associate Professor
Mathematics Education
Department of Curriculum and Instruction


Curriculum in mathematics education, including written curriculum materials, state and district standards documents, assessments, and curricular classroom enactments.



Creating Algebra Teaching Communities for Hoosiers (CATCH) – IDOE Math Science Partnership

PIs: Rick Hudson and Doris Mohr, University of Southern Indiana; Jean Lee, University of Indianapolis; Jodi Frost and Winnie Ko, Indiana State University, and Jill Newton, Purdue University. (April 2015-present). The goals of CATCH are to enrich teachers’ and students’ knowledge and skills related to algebra and to develop professional communities among those teaching algebra within districts and across the state.

Exploring Opportunities to Learn about Algebraic Modeling, Connections, and Technology in Secondary Teacher Preparation Programs, Spencer Foundation

PI:  Jill Newton, Purdue University. (January 2015-present). This study builds on PTA to investigate particular opportunities to learn which are related to modeling, technology, and connections within and beyond algebra. This research is motivated by algebra’s role as a gatekeeper to advanced mathematics courses and college and career opportunities coupled with the high levels of teacher accountability currently associated with algebra courses across the United States. These particular areas of focus (i.e., modeling, technology, and connections) emerged from a review of current mathematics education research, and recommendations and standards developed by professional organizations (e.g., Mathematical Education of Teachers II, Common Core State Standards for Mathematics).

Justification and Argumentation: Growing Understanding of Algebraic Reasoning (JAGUAR)
National Science Foundation (Award Number 0814695)

PIs: Sean Larsen, Portland State University, Megan Staples, University of Connecticut, and Jill Newton, Purdue University. (August 2008-present). The goals of JAGUAR are to understand how teachers 1) develop specific mathematical knowledge (algebraic justification), 2) transform this knowledge to classroom practice, and 3) advance in their pedagogy to promote students' learning. The project design features a coordinated two-pronged approach in which teacher learning is examined in the context of a mathematics content course and the teachers' own classrooms. Data collection activities are designed to facilitate coordinated analyses to investigate connections across these two contexts.


Preparing to Teach Algebra (PTA): A Study of Pre-service Teacher Preparation
National Science Foundation (Award Number 1109239)

PIs: Sharon Senk, Michigan State University, and Jill Newton, Purdue University. Co-PI: Yukiko Maeda, Purdue University (August 2011-present). PTA investigates the question: What opportunities do secondary mathematics teacher preparation programs provide to learn about (1) algebra; (2) algebra teaching; (3) issues in achieving equity in algebra learning; and (4) the algebra, functions, and modeling standards and mathematical practices described in the Common Core State Standards for Mathematics (CCSSM)? The study utilizes a mixed-methods approach to gather and analyze data from a national survey of secondary teacher preparation programs, case studies of algebra-related learning in four secondary mathematics teacher preparation programs, and focus groups at each of the four case study programs.


Ph.D.       Michigan State University, 2008, Curriculum, Teaching, and Educational Policy (Mathematics Education)
M.A. George Washington University, 1995, International Education
B.S. Michigan State University, 1987
Mathematics, General Science, Secondary Mathematics/Science Teaching Certification


  • Max, B. & Newton, J. (2015).  Teaching university mathematics: One mathematician's contribution. Notices of the American Mathematical Society, 62(9), 1062-1064.
  • Hord, T. C., & Newton, J. (2014).  Investigating elementary mathematics curricula: Focus on students with learning disabilities. School Science and Mathematics, 114(4), 191-201.
  • Lee, J. S., Newton, J. A., & Ko, Y. (2014). Algebra remediation in Indiana: Questions raised from a survey. Indiana Mathematics Teacher, Spring/Summer, 1-4.
  • Newton, J., Maeda, Y., Alexander, V., & Senk, S. (2014). Recommendations from MET II: Investigating the alignment of secondary mathematics teacher education programs. Notices of the American Mathematical Society61(3), 292-295.
  • Maeda, Y., Alexander, V. G., Newton, J. & Senk S. L. (2014). Development of a National Survey for Secondary Mathematics Teacher Education Programs: Challenges and Lessons Learned. Assessment Update, 26(3), 5-6, 12-13. 
  • Beisiegel, M., Chesler, J., Cox, D. C., Kenney, R., Newton, J. A., Stone, J. A. (2013). Reconsidering the mathematics preparation of pre-service secondary mathematics teachers. Notices of the American Mathematical Society, 60(8), 1056-1058.
  • Dingman, S., Kasmer, L., Newton, J., & Teuscher, D. (2013). Common mathematics standards in the United States:  A comparison of K-8 state and common core standards. Elementary School Journal, 133(4), 541-564.
  • Reys, B., Tran, D., Thomas, A. L., Dingman, S., Kasmer, L., Newton, J., & Teuscher, D. (2013). Common Core State Standards: What Follows State Adoption? Journal of Mathematics Education Leadership, 14(2), 5-13.
  • Newton, J. A., & Kasten, S. E. (2013). Two models for evaluating alignment of state standards and assessments: Competing or complementary perspectives? Journal for Research in Mathematics Education, 44(3), 550–581.
  • Newton, J. (2012). Investigating the mathematical equivalence of written and enacted middle school Standards-based curricula: Focus on rational numbers. International Journal of Educational Research, 51-52(66-85).
  • Kasten, S., & Newton, J. (2011). Activities for High School Mathematics. Reston, VA: National Council of Teachers of Mathematics.
  • Newton, J. (2010). An examination of K-8 geometry state standards through the lens of van Hiele’s levels of geometric thinking. In J. P. Smith & J. E. Tarr (Eds.), Variability is the rule: A companion analysis of K-8 state mathematics standards. Charlotte, NC: Information Age Publishing.



Associate Professor, Curriculum & Instruction 
Purdue University, West Lafayette, IN

2008-2014          Assistant Professor, Curriculum & Instruction
Purdue University, West Lafayette, IN
2004-2008 Research and Teaching Assistant
Michigan State University, East Lansing, Michigan
1988-2004 Secondary Mathematics and Science Teacher
Escuela Campo Alegre, Caracas, Venezuela
West Ottawa Public Schools, Holland, Michigan
The International School of Tanganyika, Dar es Salaam, Tanzania
The American College of Sofia, Sofia, Bulgaria
The American School of Kinshasa, Democratic Republic of Congo
Lake Michigan Catholic High School, St. Joseph, Michigan
Holy Name High School, Milne Bay Province, Papua New Guinea


EDCI 36400 Mathematics in the Elementary School
EDCI 42500 Teaching Mathematics in the Secondary School
EDCI 42600 Teaching Mathematics in the Middle and Junior High School
EDCI 49000 History, Culture, and Language in Tanzania
EDCI 49000 Education in Tanzania
EDCI 49000 Knowing Africa Through Literature
EDCI 49000 International Comparative Education
EDCI 49100 Global Studies Seminar
EDCI 49800 Supervised Teaching in Mathematics
EDCI 53500 Teaching and Learning Algebra and Functions
EDCI 53600 Teaching and Learning Data Analysis and Probability
EDCI 54800 Teaching Mathematics to Diverse Learners
EDCI 54900 Assessment in Mathematics Education
EDCI 59100

Preparing for the Common Core State Standards in Mathematics (CCSSM): Content & Practices

EDCI 59100 Discourse in Mathematics and Science Classrooms
EDCI 62000 Developing as a Mathematics Education Researcher
EDCI 63500  Content and Goals in Mathematics Education
EDCI 63600         Learning of Mathematics: Insights and Issues
EDCi 63700 Teaching Mathematics: Insights and Issues
SA 10405 Maymester in Tanzania