Abstract
The purpose of this study was to analyze outstanding agricultural education teachers’ attitudes towards mathematics integration. An investigation into the collaboration efforts being made between the agricultural education and mathematics departments was also included. The objective of this study was to identify the primary themes to integration of mathematics that emerged through interviews with the five agricultural education instructors who were identified as having high self-reported levels of mathematics integration in their courses. This study used qualitative methods were used to collect, interpret and analyze the data. Interviews were used by the researcher to collect in-depth information regarding mathematics integration into the agricultural education curriculum. Based on the interviews of the five outstanding agricultural education teachers, four major themes emerged from each of the interviews. Those themes include mathematics as a component of agricultural education, teacher collaboration, role of <em><span class="i"> STATE </span></em> Standards of Learning, and perceived needs of the teachers.
Highlights
Formal agricultural education started in the United States in 1917 when congress passed the Smith-Hughes Act
An investigation into the collaboration efforts being made between the agricultural education and mathematics departments was included
The objective of this study was to identify the primary themes to integration of mathematics that emerged through interviews with the five agricultural education instructors who were identified as having high self-reported levels of mathematics integration in their courses
Summary
Formal agricultural education started in the United States in 1917 when congress passed the Smith-Hughes Act. Those themes include mathematics as a component of agricultural education, teacher collaboration, role of the Virginia Standards of Learning, and perceived needs of the teachers.
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