SELF-REPORTED LEVEL OF MATHEMATICS INTEGRATION OF OUTSTANDING VIRGINIA AGRICULTURAL EDUCATORS

This study is a part of a larger investigation which focused on determining the attitudes, perceptions, level of integration, and perceived needs of outstanding agricultural education teachers. The purpose of this study was to determine the outstanding agricultural teachers ’ level of mathematics integration into each agricultural course taught and provided baseline data as the agricultural education instructors ’ increase their integration of mathematics. The participants of this study were selected by a panel of experts who frequently visit agricultural education teachers and observe them teaching. The panel reached a consensus on 26 outstanding agricultural education teachers. An electronic survey instrument was developed by the researcher. The teachers reported integrating mathematics in a range from 0 to 75 % in individual agricultural courses