McNall, S. & Rice, A.H. (2020). Arizona agriculture teachers’ mathematical content knowledge. Journal of Agricultural Education, 61(4), 109-126.

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.

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