Literaturnachweis - Detailanzeige
Autor/inn/en | Stripling, Christopher T.; Roberts, T. Grady |
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Titel | Effects of Mathematics Integration in a Teaching Methods Course on Mathematics Ability of Preservice Agricultural Education Teachers |
Quelle | In: Journal of Agricultural Education, 55 (2014) 3, S.1-16 (16 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1042-0541 |
Schlagwörter | Preservice Teachers; Agricultural Education; Teaching Methods; Mathematics Skills; Methods Courses; Mathematics Instruction; Quasiexperimental Design; Control Groups; Scores; Statistical Analysis; Mathematics Tests; Pretests Posttests; Teacher Education Programs; Statistical Significance; Florida Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Methodisch-didaktische Anleitung; Mathematics lessons; Mathematikunterricht; Statistische Analyse |
Abstract | The purpose of this study was to determine the effects of incorporating mathematics teaching and integration strategies (MTIS) in a teaching methods course on preservice agricultural teachers' mathematics ability. The research design was quasi-experimental and utilized a nonequivalent control group. The MTIS treatment had a positive effect on the mathematics ability scores of the participants, and a statistically significant difference was found based upon the MTIS treatment. Based on the results of this study, the MTIS treatment should be considered for use in an agricultural teaching methods course to increase the mathematics ability of preservice agricultural education teachers. (As Provided). |
Anmerkungen | American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |