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) and a doctoral seminar on design-based research methods (LTC 8900), which is an advanced qualitative inquiry class (“Qual III”).

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., Quinn, C., & Nguyen, P. (2021). Whose problem, whose practice? Negotiating the focus of research-practice partnerships within school mathematics. In A. I. Sacristan, J. C. Cortes-Zavala, & P. M. Ruiz-Arias, (Eds.), Proceedings of the 42nd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 2341–2345). Mazatlán, México: Centro de Investigación y de Estudios Avanzados del IPN and Asociación Mexicana de Investigadores del Uso de Tecnología en Educación Matemática, A.C.

Munter, C., Nguyen, P., & Quinn, C. (2020). Complexity and proximity: Framing school mathematics challenges inside and outside metropolitan areas. In M. Gresalfi & I. S. Horn, (Eds.), Proceedings of the 14th International Conference of the Learning Sciences (pp. 2477–2482). Nashville, TN: International Society of the Learning Sciences.

Areas of Expertise

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