- Ph.D. in mathematics education, University of Virginia
- M.A. in mathematics education, Columbia University
- B.A. in economics and studio art (double major), Fordham University
Curriculum studies and the use of technology for teaching and learning mathematics, particularly factors associated with teacher development
- Received the VCU Faculty Award for Distinguished Junior Faculty in 2014
- Received the VCU Faculty Award for Excellence in the Applications of Technology in the Classroom in 2013
- Received five Curriculum Studies Awards by the National Association For Gifted Children between 2010-13
- Received the Design and Development Outstanding Practice Award by the Association for Educational Communication and Technology in 2013
- Co-principal investigator on Phase II of the Virginia Commonwealth University Noyce Initiative. National Science Foundation: Noyce Teacher Scholarships. ($799,719; September 1, 2013-August 1, 2018)
- 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.
- 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.
- Garofalo, J., Trinter, C. & Swartz, B. (2015). Engaging with constructive and non-constructive proofs, Mathematics Teacher, 108(6), 422-428.
Dr. Christine Trinter has worked as a mathematics educator for the past 18 years, serving as a classroom teacher, district consultant, research scientist and assistant professor. Her personal interests include having fun with her husband and three children, and rowing on the James River.