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    South Western Agriculture Teachers' Mathematical Content Knowledge

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    Author
    McNall, Sarah Elizabeth
    Issue Date
    2019
    Keywords
    Agriculture Teachers
    Content Knowledge
    Mathematical Content Knowledge
    Advisor
    Rice, Amber M.
    
    Metadata
    Show full item record
    Publisher
    The University of Arizona.
    Rights
    Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction, presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
    Abstract
    The purpose of this study was to determine South Western agriculture teacher’s mathematical content knowledge. Mathematics and science are both essential to the field of agriculture; however, while science curriculum is currently integrated in many high school agricultural education classrooms, mathematics coverage is limited (Stubbs & Myers, 2015). 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. Therefore, the objectives of this study were to describe agriculture teachers perceived mathematical content knowledge, actual mathematical content knowledge, and the relationship between perceived and actual mathematical content knowledge for South Western agriculture teachers. The Content Knowledge Framework was utilized in determining agriculture teacher’s content knowledge for the subject area of mathematics (Even, 1990). A quantitative analysis revealed South Western agriculture teachers perceived their average mathematical ability as being at a moderate level, while their average actual mathematical ability was 44%. The analysis also revealed a negative correlation to teachers’ perceived ability and years spent teaching and a positive correlation between teachers’ actual ability and years teaching. It is recommended that mathematics requirements at the agricultural teacher preparation level be reexamined. Additionally, professional development for South Western agriculture teachers in various mathematics content is encouraged.
    Type
    text
    Electronic Thesis
    Degree Name
    M.S.
    Degree Level
    masters
    Degree Program
    Graduate College
    Agricultural Education
    Degree Grantor
    University of Arizona
    Collections
    Master's Theses

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