{"id":8,"date":"2017-09-25T09:55:28","date_gmt":"2017-09-25T13:55:28","guid":{"rendered":"http:\/\/sites.nd.edu\/christine-trinter\/?page_id=8"},"modified":"2025-09-29T08:58:39","modified_gmt":"2025-09-29T12:58:39","slug":"publications","status":"publish","type":"page","link":"https:\/\/sites.nd.edu\/christine-trinter\/publications\/","title":{"rendered":"Publications"},"content":{"rendered":"

Pynes, D., Kloser, M., Szopiak, M., Wagner, C., Wilsey, M., Svarovsky, G., Trinter, C. (2024). Bridging theory and practice: A framework for equity-focused STEM teacher leadership. School Science and Mathematics<\/em>. 1-15. https:\/\/doi.org\/10.1111\/ssm.12686<\/a><\/p>\n

Trinter, C. P., & Hughes, H. E. (2023).\u00a0Better together: Implications for district and school leadership instating a collective model that includes teacher leaders as curriculum designers.\u00a0In D. C.\u00a0Virtue\u00a0(Ed.),\u00a0Dialogues in middle level education research volume 2: Insights from the AMLE New Directions 2021 roundtable discussions\u00a0(pp. 97-104), New York, NY: Routledge.<\/p>\n

Trinter, C. & Hughes, H. (2021). Teachers as curriculum designers: inviting teachers into the productive struggle. Research in Middle Level Education<\/em>, 44(3), 1-16.<\/p>\n

Trinter, C. & Carlson-Jaquez, H. (2018). An examination of the nature of post-observation feedback provided to middle school mathematics teachers. NCSM Journal of Mathematics Education Leadership, 19<\/em>(1), 3-22.<\/p>\n

Ellington, A., Whitenack, J., Trinter, C. & Fennell, S. (2017). Preparing and implementing successful mathematics coaches and teacher leaders. Journal of Mathematical Behavior<\/em>, 46<\/em>, 146-151.<\/p>\n

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<\/em>, 46<\/em>, 289-302.<\/p>\n

Trinter, C. & Hope, S. (2016). The absence and presence of mathematics in teacher-led interdisciplinary unit design. Journal of Mathematics Education, 9<\/em>(2), 4-21.<\/p>\n

Trinter, C. (2016). The importance of theoretical frameworks and mathematical constructs in designing digital tools. Journal of Computers in Mathematics and Science Teaching<\/em>, 35<\/em>(3), 269-293.<\/p>\n

Trinter, C., Brighton, C. & Moon, T. (2015). Differentiated educational games: discarding the one size fits all approach to educational game play. Gifted Child Today,<\/em> 38<\/em>(2), 88-94.<\/p>\n

Trinter, C., Moon, T., & Brighton, C. (2015). Characteristics of students\u2019 mathematical promise when engaging with problem-based learning units in primary classrooms. Journal of Advanced Academics<\/em>, 26<\/em>(1), 24-58. doi: 10.1177\/1932202X14562394<\/p>\n

Garofalo, J., Trinter, C. & Swartz, B. (2015). Engaging with constructive and non-constructive proofs. Mathematics Teacher, 108<\/em>(6), 422-428.<\/p>\n

Trinter, C. & Garofalo, J. (2013). I need more information! Mathematics Teacher,<\/em> 106<\/em>(2), 126-131.<\/p>\n

Garofalo, J. & Trinter, C. (2013). Using simulations to foster pre-service mathematics teachers\u2019 self-assessment, learning, and reflections on teaching. Mathematics Teacher Educator, <\/em>1(2), 162-171.<\/p>\n

Garofalo, J. & Trinter, C. (2012). Tasks that make connections through representations. Mathematics Teacher,<\/em> 106<\/em>(4), 302-307.<\/p>\n

Trinter, C. & Garofalo, J. (2011). Exploring non-routine functions algebraically and graphically. Mathematics Teacher, 104<\/em>(7), 508-513.<\/p>\n

Garofalo, J. & Trinter, C. (2009).\u00a0 Multi-representational approaches to equation solving. NCSSSSMST Journal<\/em>, 14<\/em>(2), 26-27.<\/p>\n","protected":false},"excerpt":{"rendered":"

Pynes, D., Kloser, M., Szopiak, M., Wagner, C., Wilsey, M., Svarovsky, G., Trinter, C. (2024). Bridging theory and practice: A framework for equity-focused STEM teacher leadership. School Science and Mathematics. 1-15. https:\/\/doi.org\/10.1111\/ssm.12686 Trinter, C. P., & Hughes, H. E. (2023).\u00a0Better together: Implications for district and school leadership instating a collective model that includes teacher leaders […]<\/p>\n","protected":false},"author":2794,"featured_media":0,"parent":0,"menu_order":2,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-8","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/sites.nd.edu\/christine-trinter\/wp-json\/wp\/v2\/pages\/8","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.nd.edu\/christine-trinter\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sites.nd.edu\/christine-trinter\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sites.nd.edu\/christine-trinter\/wp-json\/wp\/v2\/users\/2794"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.nd.edu\/christine-trinter\/wp-json\/wp\/v2\/comments?post=8"}],"version-history":[{"count":6,"href":"https:\/\/sites.nd.edu\/christine-trinter\/wp-json\/wp\/v2\/pages\/8\/revisions"}],"predecessor-version":[{"id":41,"href":"https:\/\/sites.nd.edu\/christine-trinter\/wp-json\/wp\/v2\/pages\/8\/revisions\/41"}],"wp:attachment":[{"href":"https:\/\/sites.nd.edu\/christine-trinter\/wp-json\/wp\/v2\/media?parent=8"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}