South Western Agriculture Teachers' Mathematical Content Knowledge

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.