96 Morton Street, 7th Fl
New York, New York 10014
Deborah Rosenfeld is an early mathematics education researcher, instructional designer, and professional developer. She is committed to improving educational outcomes for all children, particularly those from underserved communities. She has taught young children, studied teachers’ knowledge and beliefs about early childhood mathematics, and worked with teachers to develop knowledge of mathematical development. Her current work uses technology and media to engage children in narratives and games that leverage their natural curiosity and strengths as learners to develop their mathematical understanding and promote their persistence in solving problems.
Rosenfeld leads research efforts on the Ready to Learn project, which evaluates the learning potential of public media resources. Her most recent study looked at what mathematics children learned through interactions with the Peg+Cat suite of videos and activities, as well as how their ability to self-regulate, persist, and demonstrate flexibility in solving problems might change through watching Peg and her friends model such behaviors. She is contributing her research expertise to EDC's Heising-Simons Foundation-funded initiative Finding Our Way Around, including conducting literature reviews, informing development of digital resources, and leading a team in developing an assessment to test the resources. She is also advancing the goals of Monkeying Around, an initiative focused on supporting families in fostering preschoolers' computational thinking.
Previously, she studied how districts and schools support teachers in the implementation of reform-based mathematics curricula and the impact of that support and implementation on student achievement. She also was involved in the development of an early mathematics assessment system for 3- to 5-year-olds, was a curriculum writer for the National Science Foundation (NSF)-funded elementary curriculum Think Math, and has supported teachers in implementing conceptual-based learning approaches in their elementary math classrooms.
Rosenfeld is a co-author of the 2016 article, "Preparing Preschool Teachers to Use and Benefit from Formative Assessment: The Birthday Party Assessment Professional Development System" published in ZDM Mathematics Education. She contributed to the research reports Preschool Teachers Can Use a PBS KIDS Transmedia Curriculum Supplement to Support Young Children in Mathematics Learning: Results of a Randomized Controlled Trial and Peg+Cat Content Study. She authored a paper, “Increased Perceived Efficacy for Teaching Math” in the Journal of Mathematics Education at Teachers College. Her unpublished dissertation was titled, “Fostering Competence and Confidence in Early Childhood Mathematics Teachers.”
Before joining EDC, Rosenfeld was a teacher at the Rashi School and the Hong Kong International School. She taught 1stand 4th grades, as well as teaching algebra to 8th graders.
Rosenfeld received an AB in Psychology from Harvard College, an EdM in Human Development and Psychology from the Harvard Graduate School of Education, and a PhD in Educational Psychology with a focus on Mathematics Education from Teachers College, Columbia University.