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Chrissy Trinter

Associate Professor, Mathematics Education


Chrissy Trinter is an Associate 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.

Dr. Trinter’s work centers on teacher development and her research interests include teacher leadership and curriculum studies in mathematics education. She is particularly interested in the influence of teacher leadership on student learning and teacher professional growth. Additionally, she explores elements of curriculum and instruction that fall within the intersection of creativity and mathematics education.

Dr. Trinter earned her M.A. from Teachers College, Columbia University and her Ph.D. in mathematics education from the University of Virginia. Prior, Dr. Trinter taught middle and high school mathematics for seven years 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. & Hughes, H. (2021). Teachers as curriculum designers: inviting teachers into the productive struggle. Research in Middle Level Education, 44(3), 1-16.
    • 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




  • Phone: 574-631-5763
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