Paul Goldenberg, EdD, is an educator and mathematician who designs evidence-based curricula and materials for K–12 learners and teachers.
For nearly 40 years, Goldenberg has developed mathematics curricula that take advantage of learners’ natural curiosity about, and interest in, the subject. A former teacher, Goldenberg has championed the importance of students’ development of mathematical habits of mind, an idea embraced by the Common Core State Standards for Mathematical Practice. His curricula, including Impact Mathematics, Transition to Algebra, and Think Math!, are used in classrooms throughout the United States. Goldenberg is also helping to lead EDC’s initiatives to expand access to high-quality computer science education through the development of a course for high school students emphasizing programming and social issues of computing.
Goldenberg received a BA in psychology from Brandeis University and an EdM in elementary education and a PhD in curriculum and supervision from Harvard University.
Developing a Puzzler’s Disposition: Learning to Be Intrepid and Tenacious in Mathematics
Problems Worth Puzzling Through: High Engagement, Content, and Mathematical Practices
Building the Disposition to Seek Mathematical Structure and to “Puzzle Through” Problems
Babies, Brain Science, and Elementary Mathematics: Research We Can Use
Goldenberg, E. P., Mark, J., Kang, J. M., Fries, M., Carter, C. J., & Cordner, T. (2015). Making sense of algebra: Developing students’ mathematical habits of mind. Portsmouth, NH: Heinemann.
Mark, J., Goldenberg, E. P., Kang, J. M., Fries, M., & Cordner, T. (2014). Transition to algebra. Portsmouth, NH: Heinemann.
Goldenberg, E. P., & Clements, D. H. (2014). Developing essential understanding of geometry and measurement for pre-K–grade 2. Reston, VA: NCTM.
In this video, NSF-funded researchers Arthur Barody, Jere Confrey, Paul Goldenberg, and Julie Sarama discuss the importance of mathematics education in the early grades.
This collection of six essays shares insights and strategies from EDC’s work to close opportunity gaps in mathematics education and support teachers in improving instruction.