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 spring he is teaching a doctoral seminar on Research on Equity and Diversity in Mathematics Education (LTC 8900) and the third and final course on Teaching Mathematics in Middle & Secondary Schools (LTC 4370W/4590W). In the fall he will be teaching an early childhood math methods course (LTC 4130) and leading seminar for secondary/middle math ed student teachers.

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., & Wilhelm, A. G. (2021). Mathematics teachers’ knowledge, networks, practice, and change in instructional visionsJournal of Teacher Education, 72(3), 342–354.

Haines, C., & Munter, C. (2020). Teachers’ grouping strategies: Implications for equityTeaching for Equity and Excellence in Mathematics, 11(1), 6–13.

Munter, C., & Haines, C. (2019). Mathematics teachers’ enactment of cognitively demanding tasks and students’ perception of racial differences in opportunityMathematical Thinking and Learning, 21(3), 155–177.

Wallace, T. L. & Munter, C. (2019). Adolescent perceptions of being known in the mathematics classroomJournal of Mathematical Behavior, 54, 100677.

Munter, C., & Haines, C. (2019). “Students get what flows downward”: District leaders’ rationalizations of the standardized testing of childrenThe Educational Forum, 83(2), 160–180.

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