STEM pattern

STEM pattern

Chrissy Trinter

Assistant Professor, Mathematics Education


Chrissy Trinter is an Assistant Professor of Mathematics Education, in the Center for STEM Education and a faculty member and Fellow of the Institute for Educational Initiatives at the University of Notre Dame. Her work centers on teacher development and her research interests include teacher leadership and curriculum studies in mathematics education. She is particularly interested in elements of curriculum and instruction that fall within the intersection of creativity and mathematics education.

Prior to joining the Center for STEM Education, she was a faculty member at Virginia Commonwealth University, where her courses included Curriculum Advanced Theory, Mathematics Teacher Leadership I, II, and III; Teaching Mathematics for Middle and Secondary Education; Research Proposal Writing, among others.

Dr. Trinter was a Research Scientist at the Curry School of Education, University of Virginia where she also earned her doctoral degree. During this time, she was the lead author on several award-winning curricular units. Prior, Dr. Trinter taught middle and high school mathematics in the northeast as well as overseas.


  • 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

Research Interests

  • Mathematics Teacher Leadership
  • Mathematics Curriculum Studies

Recent Publications

  • 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.

Courses Taught

  • Mathematics Education I and II (EDU 60665/60765)
  • Mathematics Assessment (EDU 60775)
  • Data Visualization, Society, and Student Learning (ESS 33634)
  • High School Practicum (TEDU 312)
  • Mathematics Teaching in the Middle School (TEDU 521)
  • Teaching Secondary School Mathematics (TEDU 545)
  • Mathematics Education Leadership I (TEDU 657)
  • Mathematics Education Leadership II (TEDU 658)
  • Investigations and Trends in Teaching Secondary Mathematics (TEDU 681)
  • Externship Proposal Seminar (TEDU 680)
  • Mathematics Specialists Externship (TEDU 700)
  • Instructional Theories and Strategies (TEDU 731)
  • Curriculum Advanced Theory, Leadership III for Mathematics Specialists (EDIS 8820)
  • Algebra, Number Systems, and Number Theory (MATH 1160)

Current Projects

  • CaSTLe: Catholic School Teacher Leaders
  • Differentiating Instruction through Coaching in Chilean Mathematics Classes



  • Phone: 574-631-5763
  • E-Mail:
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