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.