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Jill Newton

Assistant Professor
Mathematics Education
Department of Curriculum and Instruction

Research

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

 

 Grants

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.



Education

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


Publications

  • Newton, J., Horvath, A., & Dietiker, L. (2011). Statistics education in the United States: Statistical reasoning and the statistical process. In C. Batanero & G. Burrill (Eds.), Teaching Statistics in School Mathematics: Challenges for Teaching and Teacher Education.
  • 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.
  • Newton, J., Horvath, A., & Dietiker, L. (2010). The statistical process:  A view across K-8 state standards. 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.
  • Kasten, S., & Newton, J. (2010). Analysis of K-8 measurement grade level expectations. 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.
  • Newton, J. (2010). Exploring the relationship between written and enacted curricula: The use of mathematical words. Proceedings of the Thirty-third Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA), The Ohio State University, October 2010.
  • Reys, R., Cox, D., Dingman, S., & Newton, J.(2009). Transitioning to careers in higher education: Reflections from recent Ph.D.s in mathematics education. Notices of the American Mathematical Society, 56(9), 2-7.
  • Newton, J. (2009). The relationship between the written and enacted curricula:  The mathematical routine of questioning. Proceedings of the Thirty-Second Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA), Georgia State University, September 2009.
  • Newton, J., Larnell, G., & Lappan, G. (2006). Analysis of K-8 algebra grade-level learning expectations. In B. J. Reys (Ed.), The intended mathematics curriculum as represented in state-level curriculum standards: Consensus or confusion? (pp. 59-88). Charlotte, NC: Information Age Publishing.

Experience

2008-present          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


Courses

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 49800 Supervised Teaching in Mathematics
EDCI 53600 Teaching and Learning Data Analysis and Probability
EDCI 59100 Making Sense of Algebra in Grades 6-12
EDCI 59100 Teaching Mathematics to Diverse Learners
EDCI 59100 Discourse in Mathematics and Science Classrooms
EDCI 62000 Seminar in Mathematics Education
EDCI 63500  Content and Goals in Mathematics Education
EDCI 63600         Learning of Mathematics: Insights and Issues
SA 10405 Maymester in Tanzania