Arizona Agriculture Teachers' Mathematical Content Knowledge

Autor/inn/en	McNall, Sarah; Rice, Amber H.
Titel	Arizona Agriculture Teachers' Mathematical Content Knowledge
Quelle	In: Journal of Agricultural Education, 61 (2020) 4, S.109-126 (18 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Agricultural Education; Knowledge Base for Teaching; Mathematics; Agriculture Teachers; Secondary School Teachers; Teacher Attitudes; Ability; Arizona + Suchen Sie Ihr Suchwort? Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Teaching theory; Theory of teaching; Unterrichtstheorie; Mathematik; Lehrerverhalten; Fähigkeit; Fertigkeit
Abstract	Mathematics and science are both essential to the field of agriculture; however, while science curriculum is currently integrated in many secondary school-based agricultural education classrooms nationwide, mathematics integration remains limited. The opportunity for students to engage in real world applications of mathematical content through school-based agricultural education programs exists, but if teachers do not possess the content knowledge necessary to teach mathematics, students are then left at a disadvantage for learning the content. The purpose of this study was to determine Arizona agriculture teachers' perceived and actual mathematical content knowledge. The objectives of this study were to describe teachers' perceived mathematical content knowledge, actual mathematical content knowledge, and the relationship between perceived and actual mathematical content knowledge. The content knowledge framework was utilized in determining teachers' content knowledge for the subject area of mathematics. A quantitative analysis revealed school-based agricultural education teachers perceived their average mathematical ability as being at a moderate level, while their average actual mathematical ability was 44% on a mathematics content exam. The analysis also revealed a negative correlation between teachers' perceived ability and years spent teaching and a positive correlation between teachers' actual ability and years spent teaching. It is recommended that mathematics requirements at the teacher preparation level be reexamined. Additionally, professional development for Arizona school-based agricultural education teachers in various mathematics content is encouraged. (As Provided).
Anmerkungen	American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01