Abstract
School-based agricultural education programs provide contextualized learning environments for the teaching of core academic subject matter. This study sought to examine the mathematics efficacy and professional development needs of Wyoming agricultural education teachers related to teaching contextualized mathematics. Wyoming agricultural education teachers were moderately efficacious in personal mathematics teaching efficacy and mathematics teaching outcome expectancy. Professional development needs varied based upon the teachers’ selfefficacy scores. With that in mind, integrating mathematics concepts from the ACT college readiness assessment was found in the top five responses of all mathematics efficacy groups reported, while modifying instruction for special needs students was found in the top five responses in 3 out of 4 of the mathematics efficacy groups. Based on the results of this study, professional development related to teaching contextualized mathematics would benefit Wyoming’s school-based agricultural education teachers and students.
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