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Chrissy Trinter, Ph.D.

Associate Professor, Mathematics Education; Faculty, ACE Teaching Fellows

Christine Trinter serves as a faculty member of the ACE Teaching Fellows and the Center for STEM Education in the Institute for Educational Initiatives.  In these roles, she teaches mathematics education courses in the Teaching Fellows M.Ed. program, education related courses in the Education, Schooling, and Society minor, and core instructional practice modules in the Trustey Family STEM Teaching Fellows program. 

After earning her B.A. from Fordham University, Christine served in the Jesuit Volunteer Corps then taught in both Catholic and public middle and high schools in both Massachusetts and New York. She went on to earn an M.A. and a Ph.D. in mathematics education from Columbia University and the University of Virginia, respectively. 

Her scholarship focuses on factors associated with teacher development, specifically related to teacher leadership, curriculum design, and technology usage in the mathematics classroom. 

Her most recent publications can be found at http://sites.nd.edu/christine-trinter/.  She and her husband, Phil, have three children, Gabrielle, Luke, and William.


  • Doctorate of Philosophy in Education, Mathematics Education – University of Virginia
  • Master of Arts, Mathematics Education – Columbia University
  • Bachelor of Arts, Economics, Studio Art – Fordham University
  • Bachelor of Arts Equivalent in Mathematics – 44 credits, Columbia University, Boston University, University of Virginia, University of Massachusetts


  • Trinter, C. & Carlson-Jaquez, H. (2018). An examination of the nature of post-observation feedback provided to middle school mathematics teachers. Journal of Mathematics Education Leadership, 19(1), 3-22.
  • Ellington, A., Whitenack, J., Trinter, C. & Fennell, S. (2017). Preparing and implementing successful mathematics coaches and teacher leaders. Journal of Mathematical Behavior, 46, 146-151.
  • Haver, W., Trinter, C., & Inge, V. (2017). The Virginia mathematics specialist initiative: Collaborative effort among all components of the VA mathematics community. Journal of Mathematical Behavior, 46, 289-302.
  • Trinter, C. & Hope, S. (2016). The absence and presence of mathematics in teacher-led interdisciplinary unit design. Journal of Mathematics Education, 9(2), 4-21.
  • Trinter, C. (2016). The importance of theoretical frameworks and mathematical constructs in designing digital tools. Journal of Computers in Mathematics and Science Teaching, 35(3), 269-293.
  • Trinter, C., Brighton, C. & Moon, T. (2015). Differentiated educational games: discarding the one size fits all approach to educational game play. Gifted Child Today, 38(2), 88-94.
  • Trinter, C., Moon, T., & Brighton, C. (2015). Characteristics of students’ mathematical promise when engaging with problem-based learning units in primary classrooms. Journal of Advanced Academics, 26(1), 24-58. doi: 10.1177/1932202X14562394
  • Garofalo, J., Trinter, C. & Swartz, B. (2015). Engaging with constructive and non-constructive proofs. Mathematics Teacher, 108(6), 422-428.
  • Trinter, C. & Garofalo, J. (2013). I need more information! Mathematics Teacher, 106(2), 126-131.
  • Garofalo, J. & Trinter, C. (2013). Using simulations to foster pre-service mathematics teachers’ self-assessment, learning, and reflections on teaching. Mathematics Teacher Educator, 1(2), 162-171.
  • Garofalo, J. & Trinter, C. (2012). Tasks that make connections through representations. Mathematics Teacher, 106(4), 302-307.
  • Trinter, C. & Garofalo, J. (2011). Exploring non-routine functions algebraically and graphically. Mathematics Teacher, 104(7), 508-513.


  • 574-631-5763

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