Mathematical Strengths and Weaknesses of Preservice Agricultural Education Teachers

Autor/inn/en	Stripling, Christopher T.; Roberts, T. Grady; Stephens, Carrie A.
Titel	Mathematical Strengths and Weaknesses of Preservice Agricultural Education Teachers
Quelle	In: Journal of Agricultural Education, 55 (2014) 1, S.24-37 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Agricultural Education; Standards; Mathematics Skills; Curriculum; Preservice Teacher Education; Food; Natural Resources; Pedagogical Content Knowledge; Mathematical Concepts; Teaching Methods; Preservice Teachers; Mathematics Tests; Test Items; Item Analysis; Statistical Analysis; Case Studies + Suchen Sie Ihr Suchwort? Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Standard; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Curricula; Lehrplan; Rahmenplan; Lehramtsstudiengang; Lehrerausbildung; Lebensmittel; Natural Ressource; Natürliche Ressource; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Test content; Testaufgabe; Itemanalyse; Statistische Analyse; Case study; Fallstudie; Case Study
Abstract	The purpose of this study was to describe the mathematics ability of preservice agricultural education teachers related to each of the National Council of Teachers of Mathematics (NCTM) content/process areas and their corresponding sub-standards that are cross-referenced with the National Agriculture, Food and Natural Resources Career Cluster Content Standards. To that end, the preservice teachers were not completely proficient in any of the content/process areas and were below proficiency in all of the corresponding NCTM sub-standards for 4 of the 6 content/process areas. They were proficient in 3 of the 13 NCTM sub-standards, moderately proficient in 4 of the 13 NCTM sub-standards, and not proficient in 6 of the 13 NCTM substandards. The results of this study suggest current practices are not sufficient for developing the mathematics content knowledge required for teaching the NCTM sub-standards found within the agricultural education curricula. To prepare preservice teachers for teaching mathematical concepts within the agricultural education curricula, agricultural educators should integrate mathematics subject matter related to the cross-referenced NCTM sub-standards into teacher education coursework, with an emphasis on the 10 NCTM sub-standards in which the preservice teachers were below the proficient level. (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