Charles Munter

Charles Munter

  • Assistant Professor

Areas of Expertise

  • Teacher Learning
  • Classroom Mathematics Instruction
  • Institutional Settings of Teaching
  • Design Research
  • Equity

Bio

Charles Munter is an assistant professor at the University of Missouri in the Department of Learning, Teaching, and Curriculum. He joined the Mizzou faculty in the Fall of 2016, after 8 years as a high school mathematics teacher, a Ph.D. in mathematics education at Vanderbilt University, and a previous faculty appointment at the University of Pittsburgh. This spring he is teaching a secondary math methods course (LTC 4581). In the fall he will be teaching a doctoral seminar on Research on Equity and Diversity in Mathematics Education.

His research focuses primarily on inservice, secondary teacher learning and district-level policy contexts, including foci on characterizing high-quality instruction, the institutional setting of teaching, and designing for equity. A current project is focused on investigating the problems of practice identified by district leaders and other stakeholders in Missouri school districts, across urban, suburban, and rural settings.

Recent publications include:

Munter, C., & Haines, C. (in press). Mathematics teachers’ enactment of cognitively demanding tasks and students’ perception of racial differences in opportunityMathematical Thinking and Learning.

Munter, C., & Haines, C. (in press). “Students get what flows downward”: District leaders’ rationalizations of the standardized testing of childrenThe Educational Forum.

Wallace, T. L. & Munter, C. (in press). Adolescent perceptions of being known in the mathematics classroomJournal of Mathematical Behavior.

Heyd-Metzuyanim, E., Munter, C., & Greeno, J. (2018). Conflicting frames: A case of misalignment between professional development efforts and a teacher’s practice in a high-school mathematics classroomEducational Studies in Mathematics, 97(1), 21–37.

Munter, C., & Correnti, R. (2017). Examining relations between mathematics teachers’ instructional vision and knowledge and change in practice. American Journal of Education, 123(2), 171–202.

Wilhelm, A. G., Munter, C., & Jackson, K. (2017). Examining relations between teachers’ diagnoses of sources of students’ difficulty in mathematics and students’ opportunities to learn. Elementary School Journal, 117(3), 345–370.

Recent presentations include:

Munter, C., Haines, C., & Bruton, R. (2018, June). Cultivating formative intervention research partnerships in mathematics. Paper presented at the biannual meeting of The International Society of the Learning Sciences, London.

Munter, C., & Bohle, E. (2018, July). Using mathematics to investigate the current and past state of the Black vote in America. Three example lessons presented at the annual Teaching Black History Conference, Columbia, MO.