Ashley Lewis Presser, PhD, is an educational researcher whose work has helped shape the knowledge base about effective teaching and technology use practices in preschool math and science. Her research interests include digital games, classroom technology integration, and comprehension within various media formats.
Lewis Presser is a principal investigator of Next Generation Preschool Math, a four-year initiative to co-develop and evaluate supplemental preschool math modules that integrate digital games and non-digital classroom activities to promote young children’s learning of foundational mathematics concepts. Her randomized controlled trials and quasi-experimental studies have offered new insights into how young children develop mathematical knowledge and what classroom practices can best support student achievement.
Lewis Presser earned a BS in psychology from the University of Massachusetts-Amherst and an MA and PhD in educational psychology from the University of Minnesota.
“We leverage research to create effective learning experiences for teachers, students, and parents.”
“Field-Testing the Math Apps”
New York Times, September 2, 2013
“Next Generation Preschool Math: Seven Guiding Principles for Design-Based Research”
EdSurge, October 30, 2014
Lewis Presser, A. E., Clements, M., Ginsburg, H. G., & Ertle, B. (2015). Effects of a preschool and kindergarten mathematics curriculum: Big math for little kids. Early Education and Development, 26(1), 1–28.
Ertle, B., Rosenfeld, D., Lewis Presser, A.E., & Goldstein, M. (2016, April). Preparing preschool teachers to use and benefit from formative assessment: The Birthday Party Assessment professional development system. ZDM Mathematics Education.
Culp, K., Martin, W., Clements, M., & Lewis Presser, A. E. (2015). Testing the impact of a pre-instructional digital game on middle-grade students’ understanding of photosynthesis. Technology, Knowledge and Learning, 20(1), 5–26.