Melissa Soto, Ph.D.

Melissa Soto, Ph.D.
  • Associate Professor of Mathematics Education
  • School of Teacher Education

Contact

Melissa M. Soto, Ph.D., is an Associate Professor of Mathematics Education in the School of Teacher Education at San Diego State University. Dr. Soto has spent the last 10 years providing Cognitively Guided Instruction professional development to K-6th grade teachers throughout California and Arkansas. Her research focuses on young children’s cognitive processing in mathematics, teacher knowledge of classroom practices that are guided by children’s mathematical thinking, and mobile technology. Dr. Soto earned her Ph.D. in Education, specializing in Mathematics Education, from the University of California, Davis. She also holds a M.Ed. in Education from the University of Central Florida and a B.A. in Elementary Education from the University of North Florida. She also taught elementary mathematics and science at Argyle Elementary School in Orange Park, Florida.

  • Mathematics Education
  • Cognitively Guided Instruction (CGI)
  • Elementary Teacher Professional Development
  • DLE 910: Teaching Mathematics to Bilingual Students
  • MTHED 600: Teaching and Learning Mathematics in the Early Grades (Pre-K-4)
  • MSE 830: Ph.D. Research Seminar
  • TE 779: Master’s Seminar-Final Research Projects
  • TE 901A: Teaching Mathematics in the Elementary School
  • TE 966: Student Teaching Supervision
  • ED 885: Program Evaluation with Dr. Meredith Vaughn
  • TE 677: Research-Based Pedagogy for Diverse Learners with Dr. Valerie Pang
  • Ph.D. Education, Mathematics Education, University of California, Davis, 2014
  • M.Ed. Education, Mathematics Education, University of Central Florida, 2009
  • B.A. Elementary Education, University of North Florida, 2006
  • Appelgate, M. H., Dick, L., Soto, M., & Gupta, D. (June 2020). Growing a greater understanding of multiplication through lesson study: Mathematics teacher educators’ professional development. In A. Appova, R. M. Welder, and Z. Feldman, (Eds.), Supporting Mathematics Teacher Educators’ Knowledge and Practices for Teaching Content to Prospective (Grades K-8) Teachers. Special Issue: The Mathematics Enthusiast, 17(2 & 3), pp. 583–613. Retrieve (open access) from: https://scholarworks.umt.edu/tme 
  • Soto, M., Gupta, D., Dick, L., & Appelgate, M. (2019). Bridging distances: Professional development for higher education faculty through technology-facilitated lesson study. Journal of University Teaching & Learning Practice, 16(3). Retrieved from https://ro.uow.edu.au/jutlp/vol16/iss3/7/
  • Gupta, D., Soto, M., Dick, L., Broderick, S., & Appelgate, M. (2018). Noticing and deciding the next steps for teaching: A cross-university study with elementary pre-service teachers. In G. J. Stylianides & K. Hino (Eds.), Research advances in the mathematical education of pre-service elementary teachers – An international perspective (pp. 261-275). Springer, Cham.
  • Soto, M., Broderick, S., Dick, L., Appelgate, M., & Gupta, D. (2018). Fitting it all in: Time challenges in lesson pacing. Curriculum and Teaching Dialogue, 20(1 & 2), 149-151.
  • Sternal, A.*, Milligan, L.*, & Soto, M. M. (2018). Comparison tasks: Making ‘more’ sense. Teaching Children Mathematics, 24(6), 400.
  • Soto, M. (2017). Beyond drill & practice: Using technology to assess and promote reflection in elementary students’ mathematical explanations. Journal of the California Mathematics Project, 8, 7-13. Retrieved from https://sites.google.com/site/californiamathprojectjournal/home/volume-8-fall-2017.
  • Soto, M., & Ambrose, R. (2016). Screencasts: Formatively assessing mathematical thinking. Technology, Knowledge and Learning, 21(2), 277-283.
  • Soto, M. M., & Ambrose, R. (2016). Making students' mathematical explanations accessible to teachers through the use of digital recorders and iPads. Learning, Media and Technology, 41(2), 213-232.
  • Soto, M. (2015). Elementary students' mathematical explanations and attention to audience with screencasts. Journal of Research on Technology in Education, 47(4), 242-258.
  • Soto, M. & Ambrose, R. (2016). Screencasts: Formatively assessing mathematical thinking. Technology, Knowledge and Learning, 21(2), 277-283.
  • Soto, M. & Ambrose, R. (2016). Making students' mathematical explanations accessible to teachers through the use of digital recorders and iPads. Learning, Media and Technology, 41(2), 213-232.
  • Hargis, J., & Soto, M. (2015). Embracing the critical issues in higher education. Journal of Science Education, 16(2), 44-48.
  • Soto, M. M., & Ambrose, R. (2014). Making students' mathematical explanations accessible to teachers through the use of digital recorders and iPads. Learning, Media and Technology, 1-20. doi: 10.1080/17439884.2014.93186

[The information on this page is provided by the user and is not to be construed as an official statement by San Diego State University. The user takes full responsibility for the information presented.]