As a researcher and developer, Kristen Reed focuses her work on pre-K–5 mathematics instructional materials, teacher and administrator professional learning, and curriculum implementation. Her work reflects her commitment to designing resources and professional development that make mathematics fun, challenging, and engaging for children and educators.

For nearly 20 years, Reed has led studies to provide new insights into mathematics learning and teaching, with a focus on the link between mathematics materials, teacher learning, and student outcomes. For the past five years, she has examined the impact of mathematics games, teacher professional development, and family engagement on preschool children’s school readiness skills, mathematics learning, and persistence. Currently, Reed is directing work on a comprehensive elementary mathematics curriculum that integrates computational thinking and programming skills into classroom instruction.

Before joining EDC, Reed was an elementary grade teacher in the Boston Public Schools. She has a BA in anthropology and an MA in international comparative education from Stanford University, as well as an MEd in elementary education from Lesley University.

“People like the feeling of figuring something out. Kids are no exception.”


Think Math +C
Lenses on Learning

Speaking Highlights

Fostering Family Engagement in Early Mathematics: Using Games and Short Problem-Solving Stories to Promote Children’s Engagement in Math at Home and at School

NAEYC Annual Conference
Washington, DC
November 2018

Playing with Mathematical Ideas in the Classroom and at Home: A Preschool Family Engagement Program with Complementary Classroom and Family Mathematics Materials

NAEYC Professional Learning Institute
Austin, TX
June 2018

Games for Young Mathematicians: Promoting Equity in Early Childhood Mathematics through Games That Foster Persistence and a Learning Mindset

National Council of Supervisors of Mathematics Conference
Washington, DC
April 2018



Reed, K. E., & Young, J. M. (in press). Play games, Learn math!: Number path games. Teaching Young Children.

Young, J. M. & Reed, K. (2018). Advancing access and equity to early childhood mathematics learning. Teaching Young Children: Special Issue on Equity in ECE, 12(2).

Reed, K. E., & Young, J. M. (2018, April/May). Play Games, Learn Math! Pattern Block Games. Teaching Young Children, 11(4). Retrieved from

Reed, K. E., & Young, J. M. (2018, Feb/Mar). Two numbers: Games with cards and dice. Teaching Young Children, 11(3), 3–7.

Reed, K. E., & Young, J. M. (2017a, Dec/Jan). Playing with patterns. Teaching Young Children, 11(2), 18–22.

Reed, K. E., & Young, J. M. (2017b, Oct/Nov). Explore numbers and counting with dot card and finger games. Teaching Young Children: Special Issue on Mathematics, 11(1), 12–17.

Reed, K. E. (2017). Helping children from low-income communities become young mathematicians. In C. Arthur, E. Badertscher, P. Goldenberg, B. Moeller, J. Nikula, & K. Reed (Eds.), Strategies to improve all students’ mathematics learning and achievement (pp. 20–22). Waltham, MA: Education Development Center. Retrieved from