ERIC Number: ED239100
Record Type: RIE
Publication Date: 1983
Reference Count: 0
Importance of Including Mathematical Concepts Instruction as a Part of the Vocational Agricultural Program of Study.
Miller, W. Wade; Vogelzang, Steven K.
A study examined the views of principals, teachers, parents, and students pertaining to the role of vocational agriculture in developing and enhancing certain mathematical skills. During the study, researchers interviewed 36 secondary vocational agricultural teachers, 35 math teachers, 35 principals, 137 students, and 260 parents of students enrolled in 36 high school vocational agricultural programs throughout Iowa. All thirteen of the math concepts examined in the study were consistently regarded as being of greater-than-average importance to students studying in vocational agricultural programs. The math and vocational teachers' responses provided significantly higher mean scores than did the students' and parents' responses. Based on the responses of the study participants, recommendations were made calling for the following actions: inclusion of all 13 math concepts as part of the instructional program for vocational agriculture, with special emphasis on converting units of measure and on the use of whole numbers; recognition on the part of educators of the need to incorporate applied math concepts into the vocational agricultural course of study; and reliance upon mathematics teachers as a source of assistance for agricultural educators who are developing agricultural teaching materials and lesson plans incorporating applied math concepts. (MN)
Descriptors: Administrator Attitudes, Agricultural Education, Educational Needs, Fused Curriculum, High School Students, Job Skills, Mathematical Concepts, Mathematics Skills, Needs Assessment, Parent Attitudes, Program Content, Relevance (Education), School Role, Secondary Education, State Surveys, Student Attitudes, Teacher Attitudes, Vocational Education, Vocational Education Teachers
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A