Melissa M. Soto
Clinical Associate Professor
About
I consider myself to be a teacher-scholar, where teaching guides my research and my research improves my teaching. My research background stems from Cognitively Guided Instruction (CGI). Using the CGI framework, one draws upon children’s experiences, background, and mathematical ways of reasoning as the stepping-stones for instruction. Rather than “teaching” children how to solve problems, teachers using CGI pose mathematical story problems and cultivate children’s sense making. Because teachers pose contextual rich problems, children can use their Funds of Knowledge and model the action or situation to solve problems.
My research investigates children’s mathematical thinking, teacher knowledge of classroom practices that are guided by children’s mathematical thinking, and ways to improve teaching through engaging in Lesson Study as a form of professional development.
My teaching philosophy aligns with Social Constructivism (Vygotsky), Communities of Practice (Lave & Wenger), and Social Learning Theory (Bandura). It is my goal to develop a learning environment where students feel safe to share their experiences and backgrounds with each other to build communities, develop deeper understanding of the course materials, and appreciate the mathematical brilliance that all young people (and their colleagues) bring into the classroom.
My research investigates children’s mathematical thinking, teacher knowledge of classroom practices that are guided by children’s mathematical thinking, and ways to improve teaching through engaging in Lesson Study as a form of professional development.
My teaching philosophy aligns with Social Constructivism (Vygotsky), Communities of Practice (Lave & Wenger), and Social Learning Theory (Bandura). It is my goal to develop a learning environment where students feel safe to share their experiences and backgrounds with each other to build communities, develop deeper understanding of the course materials, and appreciate the mathematical brilliance that all young people (and their colleagues) bring into the classroom.
Affiliations
- School of Teaching and Learning
Research Interests
Elementary Education, Mathematics Education, Preservice Teacher Education, Problem Solving, Professional Development, Teacher Education
Education
- Ph.D. in Education: Mathematics Education, University of California, Davis
- M.Ed. in Education: Mathematics Education, University of Central Florida
- B.A. in Elementary Education, University of North Florida
Professional Appointments
- Clinical Associate Professor, School of Teaching and Learning, College of Education, University of Florida, 2024-Present
- Visiting Clinical Associate Professor, School of Teaching and Learning, College of Education, University of Florida, 2023-2024
- Associate Professor, School of Teacher Education, College of Education, San Diego State University, 2019-Dec. 2022
- Assistant Professor, School of Teacher Education, College of Education, San Diego State University, 2014-2019
Activities and Honors
- 2024 Bucknell University Distinguished Visiting Professor Recipient
- 2020 SDSU Faculty Forward Award $500
- 2018 Bucknell University Distinguished Visiting Professor Recipient
- 2018-2019. Nominated for the SDSU Senate Excellence in Teaching Award
- 2015 Association of Mathematics Teacher Educators "Service, Teaching and Research" (STaR) Fellow
- 2014-2015 Nominated for the SDSU Senate Excellence in Teaching Award
Selected Publications
Books / Book Chapters
- 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.
Articles
- Dick, L. K., Appelgate, M. H., Gupta, D., & Soto, M. M. (2022). Continuous improvement lesson study: A model of MTE professional development. Mathematics Teacher Educator, 10(2), 111-128.
- Appelgate, M. H., Dick, L., Soto, M., & Gupta, D. (2020). Growing a greater understanding of multiplication through lesson study: Mathematics teacher educators’ professional development. The Mathematics Enthusiast, 17(2), 583-613.
- 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), 7.
- Sternal, A.*, Milligan, L.*, & Soto, M. M. (2018). Comparison tasks: Making ‘more’ sense. Teaching Children Mathematics, 24(6), 400.
- Soto, M., & Schwappach, B.* (2016). Screencasting in the math classroom. Teaching Children Mathematics, 23(4), 264.
- 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.