Exploring Relationships between Presage Variables of Florida Preservice Agricultural Education Teachers Related to Teaching Contextualized Mathematics

Abstract

The purpose of this exploratory study was to investigate the relationships between mathematics ability, personal mathematics efficacy, mathematics teaching efficacy, personal teaching efficacy, and back- ground characteristics of preservice agricultural education teachers. Data were collected for two years at the University of Florida. Fourteen moderate associations were found between the variables in this study. In addition, categorical differences in mathematics ability, personal mathematics efficacy, mathe- matics teaching efficacy, and personal teaching efficacy were found related to presage variables of the preservice teachers. Based on the results of this study, further research is warranted to determine the most appropriate means for preparing Florida preservice agricultural education teachers for teaching contextualized mathematics.