Lynn Goldsmith

Email Lynn Goldsmith

Lynn Goldsmith
Distinguished Scholar

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313



Lynn Goldsmith leads studies that provide new insights into effective approaches to interdisciplinary STEM learning and strategies to help teachers become more thoughtful and effective in their mathematics instruction. Her recent research has focused on mathematics instructional design and professional development, explored possible relationships between arts education and STEM learning, examined principals' instructional leadership for mathematics, and investigated the role that emotions play in learning.

Goldsmith leads a National Science Foundation (NSF)-funded initiative, STEAM Power, in which EDC and Artists For Humanity (AFH) are working to connect under-resourced youth in Boston, Mass. to science, technology, engineering, and math (STEM) careers through authentic art-making experiences that integrate STEM learning. Goldsmith also leads evaluations that examine the impact of a wide variety of educational interventions on student outcomes, and engages in collaborative research with colleagues at Mills College, Syracuse University, and WestEd.

Recently, Goldsmith supervised the research component of several EDC professional development initiatives funded by the NSF, including Turning to the Evidence, Supporting Staff Developers, and Formative Assessment in the Mathematics Classroom: Engaging Teachers and Students (FACETS). With colleagues from Boston College and Massachusetts College of Art and Design, she investigated the connection between arts and geometric thinking.

Her recent publications include “Visual-Spatial Thinking in Geometry and the Visual Arts" (article published in Psychology of Aesthetics, Creativity, and the Arts), Mathematics Teachers’ Learning: A Conceptual Framework and Synthesis of Research; A Framework for the Facilitation of Teachers’ Analysis of Video; Examining Mathematics Practice through Classroom Artifacts; and “Developing Self-Regulating Learners: The Critical Role of Feedback" (ASCD Express). She is a co-author of The Fostering Algebraic Thinking Toolkit: A Guide for Staff Developmentand several guides for selecting rigorous curriculum materials (Choosing a Standards-Based Mathematics Curriculum and the series Guiding Curriculum Decisions for Middle Grades—for language arts, mathematics, and science). She has also written about child prodigies, including coauthoring Nature's Gambit: Child Prodigies and the Development of Human Potential.

Before joining EDC, Goldsmith held research positions at TERC, Tufts University, and MIT.  

Goldsmith has a BA in Psychology from Yale University and a PhD in Child Psychology from the University of Minnesota, Institute of Child Development.