Deborah Rosenfeld

senior research associate

Dr. Deborah Rosenfeld, researcher at EDC|CCT, has a deep knowledge of early childhood mathematics through her experiences teaching young children, studying their teachers’ knowledge and beliefs about early childhood mathematics, and working with teachers to develop knowledge of mathematical development. Prior to joining CCT, she was a classroom teacher for grades 1, 4, and 8. She joined EDC as a curriculum writer for the NSF-funded Think Math elementary math program, and has since developed professional development and conducted research on the implementation of reform-based elementary math curricula and its impact on student outcomes. She now works as a researcher on the Ready to Learn project, a federal research and development program using transmedia to improve the math and literacy skills of young children.

Dr. Rosenfeld received her A.B. in Psychology from Harvard College, Ed.M. in Human Development from the Harvard Graduate School of Education, and her Ph.D. in Educational Psychology, with a focus on early childhood mathematics, from Teacher’s College, Columbia University, studying under the guidance of Dr. Herb Ginsburg. Her dissertation focused on the confidence and competence of prospective early childhood teachers to teach math, and found that viewing videos of preschool children being interviewed about their math knowledge can enhance confidence in teaching math and help teachers to see the potential and challenges of teaching math to these children.






Lewis-Presser, A., Young, J. M., Clements, L. J., Rosenfeld, D., Cerrone, M., Kook, J., Sherwood, H. (2022). Exploring preschool data collection and analysis: A pilot study

Education Sciences12(2).

Rosenfeld, D., Silander, M., Kennedy, J., & Hupert, N. (2022). Using Public Media to Support Early Learning and School Readiness

In A. Betts & K. P. Thai (Eds.), Handbook of Research on Innovative Approaches to Early Childhood Development and School Readiness. IGI Global.

Lavigne, H., Lewis-Presser, A., & Rosenfeld, D. (2020). An exploratory approach for investigating the integration of computational thinking and mathematics for preschool children

Journal of Digital Learning in Teacher Education, 36(1), 63–77.

Lavigne, H., Lewis-Presser, A., Rosenfeld, D., Wolsky, M., & Andrews, J. (2020). Creating a preschool computational thinking learning blueprint to guide the development of learning resources for young children

Connected Science Learning, 2(2).

Rosenfeld, D., Dominguez, X., Llorente, C., Pasnik, S., Moorthy, S., Hupert, N., Gerard, S., & Vidiksis, R. (2019). A curriculum supplement that integrates transmedia to promote early math learning: A randomized controlled trial of a PBS KIDS intervention

Early Childhood Research Quarterly, 49, 241–253.

Rosenfeld, D., & Rutstein, D. (2019). Children’s mathematical thinking and learning: The importance of study design and aligned assessments in promoting and capturing learning

In S. Pasnik (Ed.), Getting Ready to Learn: Creating Effective, Educational Children’s Media, (pp. 75–91). Routledge.