Charles Munter

Charles Munter

  • Associate Professor

Charles Munter 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 fall he is teaching an early childhood math methods course (LTC 4130) and leading seminar for secondary math ed student teachers. In the spring he will be teaching a secondary math methods course (LTC 4590W). His research focuses primarily on inservice, secondary teacher learning and district-level policy contexts, including foci on the institutional setting of teaching and designing for equity. Recent publications include:

 
Munter, C., & Haines, C. (2022). The Black Vote in America: Impact of the 1965 Voting Rights Act. In B. M. Conway, L. Id-Deen, & M. C. Raygoza, A. Ruiz, J. W. Staley, & E. Thanheiser (Eds.), Middle School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice. Corwin.
 
Munter, C., & Wilhelm, A. G. (2021). Mathematics teachers’ knowledge, networks, practice, and change in instructional visions. Journal of Teacher Education, 72(3), 342–354.
 
Haines, C., & Munter, C. (2020). Teachers’ grouping strategies: Implications for equity. Teaching for Equity and Excellence in Mathematics, 11(1), 6–13. 

Recent presentations include:

Munter, C., Nguyen, P., & Kinder, C. (2021). Framing school mathematics challenges inside and outside Missouri metropolitan areas. 11th International Mathematics Education and Society Conference, Klagenfurt, Austria.

Munter, C., Quinn, C.*, & Nguyen, P. (2021). Whose problem, whose practice? Negotiating the focus of research-practice partnerships within school mathematics. 42nd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Mazatlán, México.

Areas of Expertise

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