Abstract
The purpose of this study was to examine the mathematics ability and efficacy of Florida preservice agricultural education teachers. Results indicated that the preservice teachers were not proficient in solving agricultural mathematics problems. On the other hand, the preservice teachers were efficacious in personal teaching efficacy and personal mathematics efficacy, and moderately efficacious in their mathematics teaching efficacy. Additionally, the associations between mathematics ability and mathematics coursework suggest that preservice teachers that completed an advanced mathematics course in high school and/or college scored higher on the mathematics assessment than preservice teachers that completed a basic or intermediate mathematics course in high school and/or college. However, only a small percentage of the preservice teachers completed an advanced mathematics course in high school and/or college. Based on the data collected in this study, the teacher education program at the University of Florida may need to further evaluate its mathematics coursework requirements.
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