Faculty Profiles

Melhuish, K. M., Strickland, S. K., Han, S., & Sorto, M. A. (2024). Why Ask Why? An Analysis of Teachers’ Why-Questions in Elementary and Middle Grade Mathematics Classrooms. Journal of Mathematics Teacher Education.

Namakshi, N., Warshauer, H. K., Sorto, M. A., & White, A. (2024). Investigating prospective teachers’ assessment of student thinking and their mathematical knowledge for teaching. In Proceedings of the forty-sixth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Kent, Ohio, USA: Kent State University.

Sorto, M. A. (n.d.). Constructing the observables, claiming the unobservables: The challenges of analytic tools in mathematics education.

Ortiz, A. M., Sorto, M. A., Perea, P., & Rojas Annicchiarico, C. D. (2023). Exploring Engineering Engagement and Career Consideration through an Integrated Engineering Design and Algebraic Program for Students in Honduras. Denton, Texas: American Society for Engineering Education.

Melhuish, K. M., Ellis, B. M., & Sorto, M. A. (2023). Using a formative evaluation framework to validate a teaching observation tool. In T. Lamberg & D. Moss (Eds.). Proceedings of the Forty-Fifth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) (Vol. 1, pp. 760–769). https://doi.org/https://doi.org/10.51272/pmena.45.2023

Sorto, M. A., & Civil, M. (2023). Learning how to incorporate sociocultural elements in  Mathematics Education. In P. Scott, Y. Morales, & A. Ruiz (Eds.), Educación Matemática en las Américas 2023 Trabajos invitados de la XVI CIAEM (pp. 245–250).

Civil, M., & Sorto, M. A. (2023). Equity in Mathematics Education: Experiences based on a sociocultural approach. In P. Scott, Y. Morales, & A. Ruiz (Eds.), Educación Matemática en las Américas 2023 Trabajos invitados de la XVI CIAEM (pp. 112–122).

Krell, M. W., Dirdak, A., Quintos, B., Wilson, J., Sorto, M. A., & Galindo, C. (2023). Multilingual classrooms: Development of an observational analytic tool to examine mathematics instruction. In T. Lamberg & D. Moss (Eds.), Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) (pp. 927–931).

Melhuish, K. M., White, A., Sorto, M. A., & Thanheiser, E. (2021). Two Replication Studies of the Relationships between Mathematical Knowledge for Teaching, Mathematical Quality of Instruction, and Student Achievement. Implementation and Replication Studies in Mathematics Education.

Melhuish, K. M., Byeonguk Han, S., Sorto, M. A., & Strickland, S. K. (2021). An exploration of teachers’ why-questions in the mathematics classroom. In In Olanoff, D., Johnson, K., & Spitzer, S.M. (Eds.) Proceedings of the Forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA).

Marshall, J. H., & Sorto, M. A. (2020). What are the main challenges to learning mathematics in Latin America and the Caribbean? In E. Arias, J. Cristia, & S. Cueto (Eds.), Learning Mathematics in the 21st Century. Adding Technology to the Equation (pp. 141–179). Washington D.C., United States: Inter-American Development Bank.

Sugimoto, A., Thanheiser, E., Sorto, M. A., & Melhuish, K. M. (2020). Operationalizing access for students: making meaning of tasks, contexts, and language. In In Sacristán, A.I., Cortés-Zavala, J.C. & Ruiz-Arias, P.M. (Eds.). Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.

Wilkerson, T. L., Sorto, M. A., Jasper, W. A., Cooper, S., Mallan, W., Eddy, C. M., … Ward, E. K. (2020). A Framework for Measuring Algebra Teacher Self-efficacy. In P. M. Jenlink (Ed.), A commitment to teaching: Toward more efficacious teacher preparation (pp. 45–71). Lanham, MD, USA: Rowman and Littlefield.

Harrell-Williams, L. M., Lovett, J. N., Lee, H. S., Pierce, R. L., Lesser, L. M., & Sorto, M. A. (2019). Validation of scores from the High School version of the self-efficacy to teach statistics (SETS-HS) instrument using pre-service mathematics teachers. Journal of Psychoeducational Assessment, 37(2), 194–208. Retrieved from http://journals.sagepub.com/eprint/wnjZIbWTkK5mY9VkdwUM/full

Harrell-Williams, L. M., Lovett, J. N., Lesser, L. M., Lee, H. S., Pierce, R. L., Murphy, T. J., & Sorto, M. A. (2019). Measuring Self-Efficacy to Teach Statistics in Grades 6-12 Mathematics Teachers. In J. Bostic, E. Krupa, & J. Shih (Eds.), Assessment in mathematics education contexts: Theoretical frameworks and new directions (pp. 147–171). New York, NY: Routledge.

Sorto, M. A., Melhuish, K. M., Thanheiser, E., Zied, K., Koehne, C., Sugimoto, A., … Strickland, S. K. (2019). Components of High-Quality Mathematics Classrooms: Attending to Learning Opportunities for English Language Learners. In In S. Otten, A. G. Candela, Z. de Araujo, C. Haines, & C. Munter (Eds.) Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) (pp. 1594–1603).

Wilkerson, T., Eddy, C., Quebec-Fuentes, S., Sorto, M. A., Gupta, A., Ward, L., … Kerschen, K. (2018). Development and Validation of the Algebra Teachers’ Self-Efficacy Instrument: Assessment of Algebra Teachers’ Knowledge and Personal Teaching Efficacy. School Science Mathematics Journal, 118(6), 206–217. https://doi.org/10.1111/ssm.12291

Harrell-Williams, L. M., Lovett, J. N., Sorto, M. A., Pierce, R. L., Lesser, L. M., & Murphy, T. J. (2018). Using the SETS Level A Items to Classify Pre-service Teachers’ Self-Efficacy to Teach Statistics: An Application of the Mixture Rasch Model. In M. A. Sorto, A. White, & L. Guyot (Eds.), Proceedings of the Tenth International Conference on Teaching Statistics (ICOTS10). Voorburg, The Netherlands: International Statistical Institute. Retrieved from http://iase-web.org/icots/10/proceedings/pdfs/ICOTS10_C220.pdf

Sorto, M. A., Wilson, A. T., & White, A. (2018). Teacher Knowledge and Teaching Practices in Linguistically Diverse Classrooms. In J. Moschkovich, D. Wagner, A. Bose, J. Rodrigues, & M. Schütte (Eds.), Language and communication in mathematics education: International perspectives (pp. 219–231). Dordrecht: Springer.

Sorto, M. A. (2018). Exploring the Volume of Mayan and Egyptian Pyramids. In S. McMillen, E. Friedland, & P. del P. Hill (Eds.), Integrating Math across the K-6 Curriculum. Reston, VA, USA: NCTM.

Wilson, A. T., Kim, H. W., & Sorto, M. A. (2018). Exchanging deficit for affordance:  Developing preservice teachers’ capacity to see emergent bilingual students’ resources. In T. E. Hodges, G. J. Roy, & A. M. Tyminski (Eds.), Proceedings of the 40th Annual Conference of the North American Meeting of the International Group for the Psychology of Mathematics Education (pp. 811–814). Greenville, SC: University of South Carolina & Clemson University.

Harrell-Williams, L. M., Lovett, J. N., Pierce, R. L., Sorto, M. A., Lee, H. S., & Lesser, L. M. (2017). The middle grades SETS instrument: Psychometric comparison of middle and high school pre-service mathematics teachers (pp. 1064–1067). Indianapolis, IN, USA: Hoosier Association of Mathematics Teacher Educators.

Sorto, M. A., & Bower, R. S. G. (2017). Quality of instruction in linguistically diverse classrooms It matters! In A. Fernandes, S. Crespo, & M. Civil (Eds.), Access and Equity: Promoting high quality mathematics in grades 6-8 (pp. 27–40). Reston, VA, United States: NCTM.

Sorto, M. A. (2017). CAREER: Mathematical Instruction for English Language Learners: Year 5 Report.

McBroom, E. S., Jiang, Z., Sorto, M. A., White, A., & Dickey, E. (2016). Dynamic Approach to Teaching Geometry: A Study of Teachers’ TPACK Development. In M. Niess, S. Driskell, & K. Hollebrands (Eds.), Handbook of Research on Transforming Teacher Education in the Digital Age (pp. 519–550). Hershey, PA, United States: IGI Global.

Sorto, M. A., Bower, R. S., & Salazar, T. L. (2016). Effects of teacher knowledge and quality of instruction on linguistically diverse learners. In M. B. Wood, E. E. Turner, M. Civil, & J. A. Eli (Eds.) (pp. 1376–1379).

Sorto, M. A., Jiang, Z., White, A., & Strickland, S. K. (2016). Reprint: An Observational Protocol Measuring Secondary Teachers’ Implementation of Dynamic Geometry Approach. In E. Dickey, Z. Jiang, A. White, & B. Webre (Eds.), Findings of the Dynamic Geometry in the Classroom Project at Texas State University.

Cueto, S., Leon, J., Sorto, M. A., & Miranda, A. (2016). Teachers’ Pedagogical Content Knowledge and Mathematics Achievement in Peru. Educational Studies in Mathematics, 94(3), 329–345. https://doi.org/10.1007/s10649-016-9735-2

Sorto, M. A. (2016). CAREER: Mathematical Instruction for English Language Learners: Year 4 Report.

Sorto, M. A., Jiang, Z., White, A., & Strickland, S. (2015). An Observational Protocol Measuring Secondary Teachers’ Implementation of Dynamic Geometry Approach. Mathematics Teaching – Research Journal, 7(4).

Harrell- Williams, L. M., Sorto, M. A., Pierce, R. L., Lesser, L. M., & Murphy, T. J. (2015). Identifying Statistical Concepts Associated with High and Low Levels of Self-Efficacy to Teach Statistics to Middle Grades. Journal of Statistics Education, 23(1). Retrieved from http://www.amstat.org/publications/jse/contents_2015.html

Eddy, C. M., Quebec Fuentes, S., Ward, E. K., Parker, Y. A., Cooper, S., Mallam, W., … Wilkerson, T. (2015). Unifying the algebra for all movement. Journal of Advanced Academics, 26(1), 59–92. https://doi.org/10.1177/1932202X14562393

Jiang, Z., White, A., Sorto, M. A., Dickey, E., McBroom, E. S., & Rosenwasser, A. (2015). A Dynamic Geometry-Centered Professional Development Program and its Impact. In T. G. Bartell, K. N. Bieda, R. T. Putnam, K. Bradfield, & H. Dominguez (Eds.) (pp. 1202–1209).

Jiang, Z., White, A., Sorto, A., Dickey, E., McBroom, E., & Rosenwasser, A. (2015). A Dynamic Geometry-Centered Professional Development Program and Its Impact.

Shalem, Y., Sapire, I., & Sorto, M. A. (2014). Teachers’ explanations of learners’ errors in a standardised mathematics assessment. Pythagoras Journal of the Association for Mathematics Education of South Africa, 35(1). https://doi.org/10.4102/pythagoras.v35i1.254

Harrell- Williams, L. M., Sorto, M. A., Pierce, R. L., Lesser, L. M., & Murphy, T. J. (2014). Validation of scores from a measure of teachers’ self-efficacy to teach middle grades statistics. Journal of Psychoeducational Assessment, 32(1), 40–50. https://doi.org/10.1177/0734282913486256

White, A., Sorto, M. A., & Oktavia, R. (2014). Featured STEW Lesson Plan: The Gumball Machine. Online Journal of K-12 Statistics Lesson Plans. Retrieved from http://www.amstat.org/education/stew

Eddy, C. M., Jasper, W. A., Wilkerson, T. L., Sorto, M. A., Cooper, S., Ward, E., … Parker, Y. A. (2014). A conceptual model for algebra teacher self-efficacy. In G. T. Mattney & S. M. Che (Eds.), Proceedings of the 41st Annual Meeting of the Research Council on Mathematics Learning (pp. 129–137).

Oktavia, R., & Sorto, M. A. (2014). Confirmatory and exploratory factor analyses of students’ developmental levels in learning statistics. In K. Makar, B. de Sausa, & R. Gould (Eds.). Voorburg, The Netherlands: International Statistical Institute. Retrieved from http://icots.net/9/

Harrell- Williams, L. M., Sorto, M. A., Pierce, R. L., Lesser, L. M., & Murphy, T. J. (2014). Using the SETS instruments to investigate source of variation in levels of pre-service teacher efficacy to teach statistics. Retrieved from http://icots.net/9/

Chandia, E., Araneda, A., & Sorto, M. A. (2014). Statistics and probability curriculum development for future elementary teachers in Chile: Collaboration among countries. Retrieved from http://icots.net/9/

Sorto, M. A. (2014). CAREER: Mathematical Instruction for English Language Learners: Year 3 Report.

Sorto, M. A., Mejía Colindres, C. A., & Wilson, A. T. (2014). Uncovering and eliciting mathematical perceptions in linguistically diverse classrooms. Mathematics Teaching in the Middle School, 20(2), 72–77.

Araneda, A., Chandia, E., & Sorto, M. A. (2013). Datos y Azar para Futuros Profesores de Educación Básica. [Data and Chance for Future Elementary School Teachers]. Providencia, Santiago, Chile: Ediciones SM Chile S. A.

Sorto, M. A. (2013). CAREER: Mathematical Instruction for English Language Learners: Year 2 Report.

Sorto, M. A., & Sapire, I. (2012). Teacher proficiency to teach mathematics. In M. Carnoy, L. Chisholm, & B. Chilisa (Eds.), The low achievement trap. Comparing schools in Botswana and South Africa (pp. 105–113). Cape Town, South Africa: HSRC Press.

Sapire, I., & Sorto, M. A. (2012). Analyzing teaching quality in Botswana and South Africa. Prospects Quarterly Review of Comparative Education, 42(4), 433–451. Retrieved from http://www.ibe.unesco.org/en/document/comparing-learner-performance-southern-africa-prospects-164

Marshall, J. H., & Sorto, M. A. (2012). The Effects of Teacher Mathematics Knowledge and Pedagogy on Student Achievement in Rural Guatemala. International Review of Education, 58(2), 173–197. Retrieved from https://link.springer.com/article/10.1007/s11159-012-9276-6

Sorto, M. A. (2012). CAREER: Mathematical Instruction for English Language Learners: Year 1 Report.

Sorto, M. A. (2011). Statistical training of Central American teachers. In C. Batanero & C. Reading (Eds.), Teaching Statistics in School Mathematics - Challenges for Teaching and Teacher Education: A joint ICMI/IASE Study (pp. 47–51). New York, United States: Springer.

Sorto, M. A., & Sapire, I. (2011). The teaching quality of mathematics lesson in South Africa schools. Journal of Education, 23(51), 93–114. Retrieved from http://joe.ukzn.ac.za/Libraries/No_51_2011/The_teaching_quality_of_mathematics_lessons_in_South_African_schools.sflb.ashx

Sorto, M. A., White, A., & Lesser, L. (2011). Students’ own methods for determining best line of fit: Implications for teaching. Teaching Statistics Journal, 33(2), 49–52. Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/j.1467-9639.2010.00458.x/pdf

Sorto, M. A. (2011). Identifying Statistical Knowledge for Middle School Teachers: An Analysis of Content Standards. School Science and Mathematics Journal, 111(3), 118–125. Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/j.1949-8594.2010.00068.x/full

Warshauer, M. L., McCabe, T., Sorto, M. A., Strickland, S., Warshauer, H. K., & White, A. (2010). Equity. In M. Saul, S. Assouline, & L. J. Sheffield (Eds.), The Peak in the Middle:  Developing mathematically gifted students in the middle grades (pp. 155–170). San Marcos, United States: NCTM.

Sorto, M. A., & Luschie, T. (2010). Teacher education, supervision, and evaluation in Costa Rica. In K. G. Karras, G. Mavroides, & C. C. Wolhuter (Eds.), International Handbook on Teacher Education (pp. 665–675). Nicosia, Cyprus: UNESCO Chair of Education and University of Nicosia Press.

Luschie, T., & Sorto, M. A. (2010). Teacher education, supervision, and evaluation in Panama. In K. G. Karras, G. Mavroides, & C. C. Wolhuter (Eds.), International Handbook on Teacher Education (pp. 727–745). Nicosia, Cyprus: UNESCO Chair of Education and University of Nicosia Press.

Sorto, M. A. (2010). Investigating Teaching Practices in Latin America: Reflections for English Learners Teacher Preparation. Teaching for Excellence and Equity in Mathematics, 2(1), 14–21.

McCabe, T., Sorto, M. A., & White, A. (2010). Algebra on the Number Line. Mathematics Teacher, 104(5), 379–386.

Sorto, M. A. (2010). Comparing Students and Teachers’ Statistical Knowledge in Botswana and South Africa: Some Preliminary Results. In C. Reading (Ed.), Proceeding of the Eighth International Conference on Teaching Statistics (CD-ROM). Voorburg, The Netherlands: International Statistics Institute.

Sorto, M. A., Harrell, L. M., Pierce, R. L., Murphy, T. J., Enders, F. B., & Lesser, L. M. (2010). Experts’ Perceptions in Linking GAISE Guidelines to the Self-Efficacy to Teach Statistics Instrument (pp. 4289–4294). Alexandria, VA: American Statistical Association.

Sorto, M. A., & Sapire, I. (2010). Comparative Analysis of Mathematical Teaching Quality in Botswana, South Africa, and Kenya.

Sorto, M. A., Marshall, J. H., Luchei, T. F., & Carnoy, M. (2009). Teacher knowledge and teaching in Panama and Costa Rica: a comparative study in primary and secondary education. Revista Latinoamericana de Investigación En Matemática Educativa, 12(2), 251–290.

Sorto, M. A. (2009). Exploring Volume of Mayan and Egyptian Pyramids. Mathematics Teaching in the Middle School, 15(5), 294–300.

Sorto, M. A. (2009). [Review of Mentoring Bilingual Mathematics Teachers, by G. Zimmerman, P. Guinee, L. M. Fulmore, & E. Murray]. In Empowering the Mentors of the Experience Mathematics Teacher (pp. 57–58). Reston, VA, United States: NCTM.

Sorto, M. A., & Lesser, L. (2009). Towards measuring technological pedagogical content knowledge in statistics: A pilot survey of middle school teachers using graphing calculators. Retrieved from http://www.stat.auckland.ac.nz/~iase/publications.php

Harrell, L. M., Pierce, R. L., Sorto, M. A., Murphy, T. J., Lesser, L. M., & Enders, F. B. (2009). On the importance and measurement of pre-service teachers’ efficacy to teach statistics: Results and lessons learned from the development and testing of a GAISE-based instrument (pp. 3396–3403). Alexandria, VA: American Statistical Association. Retrieved from http://www.statlit.org/pdf/2009HarrellEtAlASA.pdf

Sorto, M. A., McCabe, T., Warshauer, M., & Warshauer, H. K. (2009). Understanding the value of a question: an analysis of a lesson. Journal of Mathematical Sciences and Mathematics Education, 4(1), 50–60.

Sorto, M. A. (2008). The Statistical Performance in a Comparative Study Between Central American Teachers. In C. Batanero, G. Burril, C. Reading, & A. Rossman (Eds.), Proceedings of the ICMI Study 18 Conference and IASE 2008 Round Table Conference. Retrieved from http://www.ugr.es/~icmi/iase_study/

Sorto, M. A. (2008). Collaborative Projects in Statistics Education Research. In J. Dustin (Ed.), Proceedings of the Second Conference on Mathematics Education Research in Texas (pp. 14–17).

Hilton, S., Kaplan, J., Hooks, T., Harrel, L. M., Fisher, D., & Sorto, M. A. (2008). Collaborative projects in statistics education. In Proceedings of the Second Conference on Mathematics Education Research in Texas (pp. 752–756).

Sorto, M. A., & Sapire, I. (2008). Video Analysis for South Africa Grade 6 schools.

Sorto, M. A., & White, A. (2008). The gumball machine: Linking research and practice about the concept of variability. Journal of Statistics Education, 16(2). Retrieved from http://www.amstat.org/publications/jse/

Sorto, M. A. (2007). Assessing the Knowledge of Future Middle School Teachers in Statistics by Lesson Design. Retrieved from http://www.stat.auckland.ac.nz/~iase/publications/sat07/Sorto.pdf

Sorto, M. A. (2007). Recomendaciones generales para el diseño de pruebas estandarizadas de Matemáticas.  [General recommendations for the design of standardized tests in Mathematics].

Sorto, M. A. (2007). Informe de Viaje.

Sorto, M. A., & Marshall, J. H. (2007). A Profile of Mathematics Instruction in Panama Basic Education.

Sorto, M. A. (2006). Identifying Content Knowledge for Teaching Statistics. In A. Rossman & B. Chance (Eds.), Proceedings of the Seventh International Conference on Teaching Statistics, Brazil. Retrieved from http://www.stat.auckland.ac.nz/~iase/publications.php?show=17

Sorto, M. A. (2006). Statistical Knowledge of Prospective Teachers and its Application to Teaching. Retrieved from http://www.hicstatistics.org/Proceedings_Stats.htm

Sorto, M. A. (2006). Informe de Consultaría para la Revisión del Listado Preliminar de Estándares Educativos de Primaria (K – 3).

Kaigh, W. D., & Sorto, M. A. (1993). Subsampling quantile estimator majorization inequalities. Statistics and Probability Letters, 18(55), 373–379.