The Role of Teachers in Facilitating Mathematics Learning Opportunities in Agriculture, Food, and Natural Resources

Autor/inn/en	McKim, Aaron J.; Velez, Jonathan J.; Everett, Michael W.; Sorensen, Tyson J.
Titel	The Role of Teachers in Facilitating Mathematics Learning Opportunities in Agriculture, Food, and Natural Resources
Quelle	In: Journal of Agricultural Education, 58 (2017) 3, S.203-218 (16 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Teacher Role; Mathematics Skills; Knowledge Level; Agricultural Education; Food; Natural Resources; Interdisciplinary Approach; Teacher Attitudes; Intention; Models; Questionnaires; Online Surveys; Statistical Analysis; Structural Equation Models; Teacher Behavior + Suchen Sie Ihr Suchwort? Lehrerrolle; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Wissensbasis; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Lebensmittel; Natural Ressource; Natürliche Ressource; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lehrerverhalten; Analogiemodell; Fragebogen; Statistische Analyse; Teacher behaviour
Abstract	Strengthening knowledge and skills in mathematics is critically important to preparing the next generation of innovators, problem solvers, and interdisciplinary thinkers. School-based agricultural education offers a valuable context to co-develop mathematics knowledge and skills alongside knowledge and skills in agriculture, food, and natural resources. The current study explored the role of school-based agricultural education teachers in facilitating interdisciplinary agriculture, food, natural resources, and mathematics learning experiences. Findings suggest teachers possessed positive attitudes, supportive subjective norms, high levels of perceived behavioral control, and moderate to high perceptions of mathematics knowledge. Additionally, teachers intended to teach mathematics content in an average of 24.51% of agriculture, food, and natural resources curriculum. However, in modeling the intentions of school-based agricultural education teachers to teach math, the combination of attitude toward the behavior, subjective norms, perceived behavioral control, and mathematics knowledge explained only 9% of the variance. Within the model, perceived behavioral control was a statistically significant, positive predictor of intentions to teach math. Findings are discussed in terms of statistical and practical significance, with specific recommendations for follow-up research exploring a wider breadth of variables potentially influencing intentions to teach math. (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	2020/1/01