Herbert P. Ginsburg
M.S., Ph.D., University of North Carolina
Testing and assessment
Ginsburg, H.P., Jacobs, S.F., & Lopez, L.S. (1998). The teacher's guide to flexible interviewing in the classroom: Learning what children know about math. Boston: Allyn and Bacon.
Ginsburg, H.P. (1997). Entering the child's mind: The clinical interview in psychological research and practice. NY: Cambridge University Press.
Ginsburg, H.P. (1989). Children's Arithmetic. (2nd Ed.) Austin, TX: Pro-Ed.
Ginsburg, H.P. & Opper, S. (1988). Piaget's Theory of Intellectual Development. (3rd Ed.) Englewood Cliffs, NJ: Prentice-Hall.
HUDK 4027: Development of mathematical thinking
The development of informal and formal mathematical thinking from infancy through childhood with implications for education.
HUDK 4030: Cognitive clinical interview
Introduction to the cognitive clinical interview and exploration of how it has and can be used in psychological and educational research and assessment.
HUDK 5324: Research work practicum
Students learn research skills by participating actively in an ongoing faculty research project.
HUDK 7501: Dissertation seminar
Permission required. Development of doctoral dissertations and presentation of plans for approval. Registration limited to two terms.
Centers and Projects
Big Math for Little Kids is co-authored by Herbert Ginsburg of Teachers College Columbia Univerisity with Carole Greenes at Boston University and Robert Balfanz at Johns Hopkins University. It is a comprehensive and challenging mathematics curriculum developed for pre-Kindergarten and Kindergarten children.
The program is based on research findings indicating that young children are ready to learn math, capable of learning math, and enjoy learning math. Founded on these principles, Big Math for Little Kids aims to provide young children with an enjoyable, meaningful, and rich mathematical experience that lays the groundwork for academic success.
From 2004-2007, a three-year research project to evaluate the fidelity with which teachers teach the curriculum, to examine the quality of their teaching, and to determine the program's effectiveness in promoting student mathematics achievement. Since then, we have been developing professional development workshops In conjunction with this research to support teachers of Big Math for Little Kids.
To read more about the project, please visit Big Math for Little Kids
contact Herbert Ginsburg (firstname.lastname@example.org).