Christine P. Trinter
Virginia Commonwealth University
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Publication
Featured researches published by Christine P. Trinter.
Journal of Advanced Academics | 2015
Christine P. Trinter; Tonya R. Moon; Catherine M. Brighton
The purpose of this qualitative study was to provide empirical evidence of the extent to which the types of tasks recommended by Sheffield for eliciting characteristics of mathematical promise allowed for the manifestation of these characteristics in primary-grade students within a problem-based learning (PBL) context. Data included student work collected from two mathematics PBL units, teacher interviews, surveys used by teachers to identify mathematically promising students and video-recorded classroom observations. Data analysis followed Miles and Huberman’s data reduction method with findings reported as themes. Results indicate that students, including those from underserved populations, exhibit characteristics aligned with attributes signifying mathematical promise as proposed by Sheffield within a PBL context.
Gifted Child Today | 2015
Christine P. Trinter; Catherine M. Brighton; Tonya R. Moon
Primary grade students enter the mathematics classroom with a range of differences including students’ mathematical readiness, mathematical conceptions, interests, and learning profiles. Addressing the learning needs of students is not a trivial task, but accounting for these needs is essential for supporting students as they continually work toward their potential. The philosophy of differentiated instruction provides a framework for addressing the diversity of students’ needs. One unique way of differentiating instruction is by incorporating differentiated educational games into the mathematics curriculum. Although the education market contains scores of mathematics games, few incorporate substantive elements of differentiation. This article presents a guide for modifying a traditional game into a differentiated mathematical game that can be used in primary classrooms. The game design and implementation described in this article were used in a research study, Project Parallax (principal investigators Catherine Brighton and Tonya Moon). During this study, teachers used curriculum (developed by Project Parallax) as a vehicle for identifying mathematical promise in heterogeneous primary classrooms, and differentiated mathematical games were developed as part of the curriculum.
The Mathematics Teacher | 2012
Joe Garofalo; Christine P. Trinter
The Mathematics Teacher | 2011
Christine P. Trinter; Joe Garofalo
The Journal of Mathematical Behavior | 2017
Aimee J. Ellington; Joy W. Whitenack; Christine P. Trinter; Francis (Skip) Fennell
The Mathematics Teacher | 2015
Joe Garofalo; Christine P. Trinter; Barbara Swartz
The Mathematics Teacher | 2013
Christine P. Trinter; Joe Garofalo
The Journal of Mathematical Behavior | 2017
William E. Haver; Christine P. Trinter; Vickie L. Inge
The Mathematics Teacher | 2016
James Metz; Ron Lancaster; Brigitte Bentele; Christine P. Trinter
The Mathematics Teacher | 2016
Ron Lancaster; Brigitte Bentele; Christine P. Trinter