Areas of Expertise
- Teacher Learning
- Classroom Mathematics Instruction
- Institutional Settings of Teaching
- Design Research
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 fall he is teaching an elementary math methods course (LTC 4300). In the spring he will be teaching the secondary math methods course (LTC 4581) and a doctoral seminar on design research and researcher-practitioner partnerships (LTC 8900-01).
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. Taking a “Missouri as Place” perspective, 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. (accepted). “Students get what flows downward”: District leaders’ rationalizations of the standardized testing of children. The Educational Forum.
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 classroom. Educational 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.
Munter, C., Stein, M. K., & Smith, M. S. (2015). Is there a common pedagogical core?: Examining instructional practices of competing models of mathematics teaching. NCSM Journal of Mathematics Education Leadership, 16(2), 3–13.
Munter, C. (2015). Envisioning the role of the mathematics teacher. NCSM Journal of Mathematics Education Leadership, 16(1), 29–40.
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.