15 Enhancing Math in the FCS Classroom

Introduction

Math is a necessary work and life skill. Students will be using math every day for the rest of their lives as they balance their checkbooks, calculate discounts, read and interpret food labels, and adjust budgets as their families change over time. Many will also use math skills within their family and consumer sciences (FCS)-related careers. For example, those in the culinary field will need knowledge of ratios and proportions as well as measuring skills; entrepreneurs in any FCS area will need financial literacy skills; and those in the hospitality industry will need math for financial transactions, record keeping, and budgeting. Unfortunately, many students are not reaching a level of math proficiency that will give them the ability to use math in their everyday lives or career. One challenge is that many students find a disconnect between the math taught in their math classroom and their daily lives. FCS classrooms are “ideal environments for students to master those academic deficiencies that are revealed by the achievement test scores” (Pickard & Wommack, 2004, p. 1).

FCS teachers, and career and technical education (CTE) teachers in general, are expected to demonstrate that students are learning worthwhile knowledge and skills in their classrooms, both academic and CTE. Enhancing the math within your FCS classroom can contribute to students’ academic skills as well as add value to your program. With the current emphasis on standardized test scores, schools expect all teachers to include the core academic areas within their classrooms.

Key Terms to Know

7-Element Pedagogic Framework

Community of Practice

Embedded Math

Financial Literacy

Math Anxiety

Math-Enhanced Lessons

Math-in-CTE

Math Proficiency

Related, Contextual Math

Standardized Test Scores

Traditional Math

Do’s and Don’ts to Consider When Enhancing the Math in Your FCS Classroom

Enhancing the math within the FCS classroom takes careful thought and planning. It is more than just having students complete a worksheet on measuring equivalents. Several things need to be taken into consideration before enhancing the math in your classroom.

Do Enhance the Math That Naturally Occurs Within the FCS Content

The math that is enhanced in the FCS classroom should be math that is already present within the FCS curriculum. Adding math that does not relate to the curriculum may create confusion and frustration for the students. If you are teaching a lesson on comparison shopping and are covering the topic of discounts, then it makes sense to enhance the math topics of multiplication and subtraction to determine percentages. For example, the students will need to understand that to determine a sale price, they need to multiply the discount percentage times the full price, and then subtract the result from the full price. If the original price of a DVD player is $150, and it is advertised as 20% off, the students need to multiply 20% times $150 to find the discount ($30) and then subtract that from the original price to get the sale price of $120. Or, alternately, they may multiply the non-discount amount (80%) by the original price ($150) to get the same answer of $120. Math is an essential part of comparison shopping content. The math that is discussed within the FCS classroom should help the students reach the standards and objectives for the lesson, unit or course. Identifying and mapping the math occurs within FCS content will be discussed later in this chapter.

Do Understand the Math Yourself

The FCS instructor needs to understand the math that is being taught within the FCS classroom (Chamberlain & Cummings, 2003). However, this does not mean that if the instructor does not understand the math, the math can be eliminated! Instead, it means that the instructor needs to use his or her resources to better understand the math. If you are teaching about loans, you will need to know how interest is calculated. This may require some extra studying time for you. By increasing your knowledge of math, you can improve your student’s math achievement (Hill, Rowan, and Ball, 2005). Some websites you may want to check out when studying a specific math concept are http://www.math. com/, http://math.about.com/, and http://www. mathsisfun.com/index.htm. Khan Academy (https:// www.khanacademy.org/) also has many videos on performing different math functions. You may also find it helpful to visit with some math teachers at your school. You will most likely find that the math teacher will be willing to help you understand the confusing concept, as both of you should have the same goal in mind: to help students achieve. The Math-in-CTE study (Stone et al., 2006) found that CTE and math teachers pairing together can result in a combined perspective that gives students a more complete, unique view.

It is very possible that students may ask math questions to which you do not know the answer. Treat this like any content question to which you don’t know the answer by saying “That’s a good question, and I’m not sure of the answer, either. Can anyone else help us out?” or “Excellent question. Let me look into that and get back to you tomorrow,” making sure you do actually research and get back to the student the next day.

Do Create Complete Answer Keys and “Show Your Work”

The instructor needs to know how problems are solved, not just the answer. You should work out problems from examples and assignments ahead of time yourself and make notes which “show your work.” If you will be teaching students how to reconcile a checking account, it is important that you have a complete answer key showing how you reached each solution. This can also help you feel more comfortable and confident with the math underlying the lesson. Keep in mind that you won’t be able to fully answer student questions or help them if you only have the end answer; you also need to know how you (or the answer key) came up with the answer. To make this easier, choose resources that show the process of solving the math problem, not just the answer. A few examples include Math in Design (Larson, 2011), Math in Foods (Larson, 2009), and Math Activities in Nutrition (Learning Zone Express, n.d.), which can all be found at http://www. learningzonexpress.com/.

Do Understand the Potential for Math Anxiety

Some students may feel less math anxiety when they experience math within a context that makes sense to them, such as FCS. There will be others who will still feel anxiety every time numbers are put in front of them. Following the Do’s and Don’ts in this chapter can be a step toward helping these students feel more comfortable with math. Geist (2010) found that rote memorization of math and timed math tests can result in higher math anxiety. By presenting math as a normal part of the FCS curriculum, providing resources for calculating math instead of relying on student memorization, and not pressuring students to complete math problems quickly, you can help your students feel more comfortable with math. It is important that the FCS teacher becomes familiar and comfortable with math, as many teachers who have math anxiety unknowingly pass that anxiety on to their students (Geist, 2010). You can become more comfortable with the math in the FCS curriculum by consciously identifying the math and increasing your understanding of the math. It is also important to remember that you are not expected to be a math expert, and that it is okay to ask advanced students for help or for you or a student to do more research on a topic.

Do Identify Common Misunderstandings

“Once you have identified key math concepts taught in your classroom, make a list of common math misunderstandings and mistakes students make” (Larson, 2011). Knowing ahead of time what mistakes students commonly make can help you address those misunderstandings from the beginning. For example, if your child development students are creating height and weight charts, one common mistake is that they may forget to label or they will incorrectly label each axis of the chart. It is tough for a new teacher to plan for misunderstandings. As you teach, you will learn from experience where your students have misunderstandings. Until that time, think back to the misunderstandings or challenges you may have had with math, or talk with a math teacher to find out what misunderstandings to expect when students are performing a particular math task.

Do Bridge Math and FCS Terminology

Whenever possible you should try to use terms that students hear in their math classes and relate them to your FCS content. For example, if fractions are part of your calculations (such as adding 1/3 cup to 1/4 cup), refer to the top number as the numerator and the bottom number as the denominator, rather than just calling them the top and bottom numbers. One way to help you, and your students, remember this is that the denominator is “down” below the numerator, and “denominator” and “down” both start with the letter “d.” Using math terminology, and helping students understand it, helps bridge the language barrier between FCS and math. This is another time when it may be helpful to have a conversation with a math teacher. You could describe the content of your lesson and the math concept which is found within that FCS content, and then ask the math teacher what terminology would be used in the math classroom. Knowing the terms that students are hearing in their math classes can also increase your confidence.

Do Include as Many Authentic Activities as Possible

It is the real-world activities of FCS classrooms that help students understand the math naturally occurring in the FCS curriculum. These activities should not be diminished in an effort to incorporate more math, as it is the activities themselves that often teach the math. For example, students can draw a room to scale rather than just calculating scale, and can calculate discounts at their favorite online store rather than on a worksheet.

Don’t Assume That Your Students Know Basic Math Skills

You will have some students in your class to whom math comes naturally and who will catch on very quickly. You will also have some students who will struggle with the math in your classroom. You may even have students who do well in their math class, but have trouble when it comes to applying the math in your FCS classroom. To accommodate for these varying abilities, you will need to start with the basics when describing how to complete a math problem. Asking the students some questions about the basics can help you gauge where your students are currently at in their understanding. For example, if your students are going to be using a seam gauge or liquid measuring cup, you will need to spend a little time talking about what each of the incremental lines on the measuring tool represents before moving on to talking about where a certain measurement can be found. Sometimes starting with the basics can make you feel more at ease as well. It can give you confidence when you start with something with which you are more familiar, and then build up to the more complicated math. It is beneficial to work through a few entire problems together, discussing the how and why of each step, before having students work through problems on their own (Chamberlain & Cummings, (2003).

When you are preparing for a math-enhanced lesson, include questions that have varying levels of math complexity. By doing this, you can adjust the lesson for learners with differing needs and abilities.

It is just as important to keep the high achievers engaged as it is to support those who need more assistance. You may also want to consider having a student who is comfortable with math work with a partner who is not as comfortable with math.

Don’t Say “We Are Going to Do Math Today”

True math integration occurs when you “run into” math within the context of your daily lesson, and then help the students to understand how to compute the math within that context. When you artificially incorporate “math days” into your classroom, or specifically state that you will be focusing on math during that particular class period, it will (a) make several students immediately tune out because they don’t like math or feel they aren’t good at math, and (b) cause the students to think that math and FCS are two completely different things. Instead, approach the math as you would any other content within your FCS class. Keep in mind that math is a necessary tool within FCS content and careers. For example, knowing the process of balancing a checkbook isn’t very helpful if the student doesn’t also understand how to perform the math involved. There are math skills in all areas of FCS that are essential for career and life. If you treat the math in your FCS curriculum as a natural part of the content, rather than something different you are going to do that particular day, students are more likely to be accepting of learning the math.

The Math-in-CTE Process (NRCCTE)

The Math-in-CTE model was developed and tested by the National Research Center for Career and Technical Education (NRCCTE) in 2004-2005 (Stone, Alfeld, & Pearson, 2008; Stone, Alfeld, Pearson, Lewis, & Jensen, 2006). This research found that “after one year of learning math-enhanced lessons, students in the experimental classrooms performed significantly better on two of the three standardized measures of math achievement. This result was accomplished without reducing students’ occupational knowledge and skills” (Pearson et al, 2010, p. i). The model consists of math and CTE teachers working together to identify the math already present in the CTE curriculum, then collaboratively creating lessons which enhance the math that is already present. A key element of this process is extended professional development, with five to ten days over the course of several months for FCS and math teachers to work together to develop and refine their lessons. As successful evidence-based models are quite rare, especially in CTE areas, it is important for teachers to incorporate them when possible. A video of a Math-in-CTE lesson in a culinary classroom can be found at http://www.nrccte.org/resources/videos/math-cte-sample-lesson-cashiering

The Five Core Principles

The Math-in-CTE model (Stone et al., 2008) is based on five core principles. These principles are listed below, along with examples from the FCS content area.

1. Develop and sustain a community of practice among the teachers. FCS teachers who participate in Math-in-CTE professional development work closely with a math partner from their own school to create and critique math-enhanced lessons. Additionally, several teachers within the same content area, such as FCS, share and critique their lessons with each other. This results in a largely collaborative effort rather than a lesson developed by a single teacher. If you do not have the opportunity to take part in Math-in-CTE professional development, you can still make a connection with a math teacher in your school. You may even want to start making some connections with fellow students in your current and future education courses who are majoring in math education.
2. Begin with the CTE curriculum, not the math curriculum. As stated earlier in this chapter, your focus should be on the math that is already naturally a part of the FCS curriculum. The math should emerge from the FCS content. It has been proven ineffective to identify a math concept and then force it into the FCS curriculum. “Do not add math to the [CTE] lesson—pull it out” (Pearson et al., 2010, p. 20). For example, calculating the area of a rectangle is a math concept that naturally occurs when determining the amount of paint or wallpaper you would need to cover a wall. It can become even a little more rigorous when students have to adjust for arches, doorways or windows on the wall.
3. Understand that math is an essential workplace skill. The FCS curriculum contains math that is essential both for the workplace and for everyday living. The math within the FCS curriculum should be presented as a tool used to solve genuine workplace or life problems. For example, you (hopefully) wouldn’t avoid talking to students in your culinary class about knife skills because you don’t feel comfortable talking about knife skills. Knife skills are essential for a career in culinary arts, and are something your culinary students need to know and practice. The same is true for math. Bridging the vocabulary of FCS “to the language of math can open students’ and teachers’ eyes to the math they already know” (Pearson et al., 2010, p. 22).
4. Maximize the math in the CTE curriculum. “The thrust of this principle is the need for CTE teachers to become increasingly aware of and take full advantage of the opportunities to improve their students’ academic skills” (Pearson et al., 2010, p. 22). This begins by identifying the math that is already present in the FCS curriculum, showing how the same math concept is used in a related content area, and then guiding the students to see how the exact same math may look in a math classroom or on a standardized test. Essentially, it is the responsibility of the FCS teacher to make sure his or her students fully understand the math that is found within the FCS curriculum. This process will be described in more detail later in the 7-Element Pedagogic Framework.
5. Recognize that CTE teachers are teachers of Math-in-CTE, not math teachers. You will not be expected to know all math concepts, but you are expected to know the math that is part of the material you will be teaching. All CTE classes, including FCS, are expected to contribute to a student’s academic achievement (Pearson et al., 2010). Collaboration with a math teacher has been mentioned several times in this chapter. A math teacher can be a valuable asset when trying to better understand and teach the math in your FCS curriculum. When you are enhancing the math in your FCS curriculum, it is important to keep in mind that the FCS curriculum needs to come first. The math should simply support the FCS curriculum and should help your students apply the FCS content.

Locating Math in the FCS Curriculum

Knowing where the math occurs in your FCS content is the vital first step in enhancing math within your classroom. Systematic, rather than episodic, integration of math is achieved by thoroughly examining your curriculum to find out where math is already inherently part of the content (Pearson et al., 2010). Systematic integration results in including only the math that is relevant, yet essential, to your content. Through mapping you can account for both the academic and CTE standards that are addressed in the integrated lessons, making sure that neither one gets lost. Curriculum mapping examples from Math-in-CTE (Stone et al., 2008) can be found at http://www.nrccte.org/professional-development/ math-cte/curriculum-maps

The following are a few examples of content areas within the FCS curriculum that contain math concepts. These are just examples—you will want to make sure to examine your own curriculum to find where the math is naturally occurring. Once you start keeping your eye out for math, you will be surprised to realize how much math naturally occurs with FCS. The items with asterisks behind them are concepts that may include higher-level math skills, which are especially important to integrate into the FCS classroom.

Consumer and Family Resources 

• Calculate paycheck deductions*
• Balance a checkbook
• Compare and analyze prices and characteristics of similar items
• Calculate unit price
• Compute discounts*
• Compute loans (home, car, etc.)*
• Examine credit card offers based on several financial factors*
• Analyze insurance rates
• Apply estimation skills*
• Solve real-world problems such as creating a budget within specific constraints
• Compare and contrast energy ratings for various home appliances

Education and Early Childhood 

• Determine number of children allowed in facility*
• Determine costs
• Keep accurate records
• Read and interpret food labels
• Adjust recipe size*
• Use charts and graphs to record children’s daily activities, growth, and development*
• Use measuring skills to effectively arrange a safe and healthy environment*

Facilities Management and Maintenance 

• Determine profits and losses
• Keep accurate records
• Use proportions and ratios when mixing chemicals and detergents*
• Analyze energy efficiency*
• Calculate amount of waste and effects of a recycling program
• Create staff schedules (time)

Family, Human Development, Interpersonal Relationships, and Parenting 

• Investigate the demographic changes in families over time
• Investigate community resources and eligibility criteria for families
• Analyze and create height and weight charts for children*
• Estimate the cost of raising a child, preparing for a newborn, or caring for elderly persons
• Create a budget for families with a variety of disadvantaging conditions

Food, Nutrition and Wellness 

• Analyze food intake
• Compute calories burned through various activities
• Analyze nutritional value of food
• Estimate nutritional needs*
• Analyze food labels
• Plan menus for specific diets
• Calculate amount and cost of lab ingredients
• Convert recipes or change the size of a recipe*
• Calculate food preparation and cooking time
• Choose proper units and tools for measuring various ingredients
• Demonstrate proper weight and measuring techniques
• Accurately measure temperature of food and food storage appliances

Food Production and Services

• Analyze principles of purchasing, receiving, issuing, and storing food*
• Practice inventory procedures such as first in/first out, date marking, record keeping, etc.
• Analyze food cost and control*
• Calculate unit price
• Determine profits and losses
• Practice documentation of food safety and sanitation procedures
• Accurately measure and record temperature of food and food storage appliances
• Calculate food preparation and cooking time
• Convert recipes or change the size of a recipe*
• Choose proper units and tools for measuring various ingredients
• Demonstrate precise scaling and measuring techniques*
• Use proportions and ratios when mixing chemicals and detergents *

Hospitality, Tourism, and Recreation

• Perform cash handling, accounting, and financial transactions*
• Determine profits and losses
• Keep accurate records
• Examine time zones and currency (exchange rate) from various countries*
• Plan around clients’ timelines and budgets

Housing and Interior Design

• Draw items to scale*
• Measure accurately
• Determine space for traffic patterns and use of furniture
• Determine amount of paint, wallpaper, or carpet needed*
• Describe and apply the Golden Ratio
• Analyze the kitchen work triangle
• Determine housing costs
• Create a budget for a home
• Assess finances for improving a space
• Explore resources and criteria for housing assistance

Textiles, Fashion, and Apparel

• Choose appropriate measuring tools
• Demonstrate precise measuring techniques*
• Calculate amount of textile product needed
• Calculate total price of fabric (price per yard multiplied by number of yards)*
• Calculate cost per wearing
• Compare maintenance costs for various textiles
• Compare costs of apparel from various types of sources
• Design a quilt using tessellation*

The 7-Element Pedagogic Framework

After you have mapped your curriculum and located ideal opportunities for math enhancement, the next step is to create the math-enhanced lessons. Math-in-CTE lesson plans follow a 7-Element Pedagogic Framework (Stone et al., 2008). These elements have a suggested order, but they do not necessarily need to be followed in order. Depending on the content, it sometimes makes sense to switch the order of a couple the elements. Appendix A contains a detailed outline of the Pedagogic Framework. The 7-Element Pedagogic Framework (Stone et al., 2008) elements are listed below, along with examples from the FCS content area.

• Introduce the CTE lesson. This element is similar to the introduction in any other well-written FCS lesson plan. The introduction should be focused on your FCS content and should hook the students’ attention. It also should start to introduce the math that is inherent in that lesson’s FCS content. For example, if the lesson’s topic is changing the size of a recipe, you may show a recipe for chili with the number of expected servings highlighted, and then ask the students to identify situations in which the size of the recipe might not fit their needs. You may also be able to find a short video clip on changing the size of a recipe.
• Assess students’ math awareness as it relates to the CTE lesson. In this element, you attempt to find out what the students already know about the FCS content and the math which is used in the FCS content. You may also start bridging the terminology between FCS and math in this element. An example would be presenting students with the scenario: “Your favorite recipe for chili serves 12 people. You are planning to serve chili to 24 people at your house tomorrow. What will you need to do to the recipe to have enough chili for 24 people?” Have the students brainstorm as many options as they can. The options may include multiplying the ingredients by 2, making the recipe twice, etc. You then focus on the procedure you want them to use (multiplying the ingredients by 2) and ask the students to describe the process of multiplying a number like 3½ by 2. You might also ask the students what the top number is called (numerator) and what the bottom number is called (denominator). It is helpful to alternate between math and more common-place terms used in an FCS class to help students understand that the terms are interchangeable. You could also bring up the questions of what they would need to do if they needed 1½ batches of the recipe, or ½ of the recipe. At this point you are not actually working through the math, you are just discussing the process to find out what the students already know.
• Work through the math example embedded in the CTE lesson. This is the element in which you work through examples that are directly related to the content of the FCS lesson. In the example we have been using, you would work through the math involved in doubling the chili recipe, and then through multiplying the original recipe by 1½, and finally dividing the original recipe by 2 for a half batch. These processes should give them the skill to adjust a recipe by almost any amount.
• Work through related, contextual math-in-CTE examples. In this element, you will stretch the students’ understanding of the math to a different but related context. For example, instead of the recipe context, you could point out to the students that they can use the same process of multiplying and dividing fractions to determine the actual size of an item that is drawn to scale. If the scale is ¼″ = 1 foot, they would need to multiply the measurement of the scale item in inches by 48 to determine the size in inches (if each ¼″ is equal to 1 foot, which is 12 inches, then an inch of the scale item would equal 48 inches in actual size). If a scale-drawn sofa is 1¾ inches long, they would multiply 1¾ by 48 to determine the actual size. To draw an item to scale, they would need to divide the size of the actual item in inches by 48.
• Work through traditional math examples. In this element, you will spend a few minutes working through the exact same math concept, except without context around it, such as a traditional math problem they might find on a standardized test. It is essential that you continue to use the same math concept throughout the entire lesson, as you want them to practice the math concept that is embedded in the FCS content. The goal is to help students relate the math they do within the FCS classroom to math they may encounter in the math classroom or on a standardized test. For example, in the scenario we have been following, you may work through a couple of problems with the students, asking them to multiply 2¾ by 7¼ or divide 6½ by 2. This is an essential element, as it helps the students see how the math is connected, but it doesn’t need to be extremely lengthy. Working through a couple problems together, and maybe a few problems with the students working on their own, is usually sufficient.
• Students demonstrate their understanding. In this element, you bring the students back to the FCS content from the beginning of the lesson. In our scenario, you could have the students work in their lab groups to adjust the chili recipe to make four servings (1/3 of original recipe), and then have them make the adjusted recipe in class the next day. The physical involvement in the lab will help the students to visually see the results of correctly or incorrectly changing the size of the recipe.
• Formal assessment. This element focuses on including math questions on formal assessments at the end of the FCS chapter, unit, and/or course. In our scenario, by incorporating questions which require the student to adjust the size of the recipe on a chapter or unit test, you will be able to assess the students’ understanding of not only the FCS content of how to adjust a recipe, but also the math content of multiplying and dividing fractions.

The Math-in-CTE Lesson Plan Template can be found in Appendix B and an electronic version can be found online at http://www.nrccte.org/professional-development/math-cte/lesson-plans, along withsample lesson plans created by CTE and math teacher teams. The Rubric for Critiquing Math-Enhanced Lesson Plans in Appendix C can be used to ensure you have included all aspects of a math-enhanced lesson.

Summary

Math is a natural and essential part of much of the content within FCS content. A lesson with enhanced math may take a little longer, but the students are more likely to understand both the math and FCS content, and it may mean you save time by not having to review the math concept when it is encountered in the class later. Following the Math-in-CTE theory of expanding upon the math that occurs naturally within FCS content areas allows the students to learn mathematical concepts within a context that “makes sense” to them. This contextual math is then stretched into the “non-contextual” math that the students may find on a standardized test or within the math classroom. This process helps students use math in a variety of situations. Student who participated in the multi-state Math-in-CTE study had a 3-4% increase in their math achievement scores after one year of participation, and outscore the control group significantly (Stone et al., 2006). It is imperative that we, as FCS teachers, take advantage of our real-life content to incorporate academic subjects in ways in which the students may better understand. Not only will it help them in their academic courses, but it will help them in their future careers and lives.

Helpful Links

• National standards for FCS: http://nasafacs.org/national-standards-home.html
• Math standards from the Common Core State Standards Initiative: http://www.corestandards.org/
• Math process standards from the National Council of Teachers of Mathematics: http://www.nctm.org/standards/content.aspx?id=322
• NRCCTE’s Math-in-CTE: http://www.nrccte.org/professional-development/math-cte
• Sample Math-in-CTE lessons: http://www.nrccte.org/professional-development/math-cte/lessonplans
• Sample Math-in-CTE curriculum mapping: http://www.nrccte.org/professional-development/math-cte/curriculum-maps

Check for Understanding

1. Choose a FCS unit or course and identify the math that is naturally present within the FCS content of that unit or course. Identify whether the math present is high-level math or low-level math.
2. Use the Math-in-CTE Lesson Plan Template, found in Appendix B or online at http://www.nrccte.org/professional-development/math-cte/lessonplans , to create a lesson plan enhancing the math in a FCS lesson. It will be helpful to have a fairly narrow focus for both the FCS and math content in your lesson plan, as math-enhanced lessons have a tendency to expand. Share with your classmates and critique each other using the Rubric for Critiquing Math-Enhanced Lesson Plans found in Appendix C .
3. Write an email to an administrator explaining how students learn math in the FCS classrooms, and the benefits of learning math within a CTE context.

References

Chamberlain, V. M., & Cummings, M. N. (2003). Creative instructional methods for: Family and consumer sciences/nutrition and wellness. New York: Glencoe/McGraw-Hill.

Geist, E. (2010). The anti-anxiety curriculum: Combating math anxiety in the classroom. Journal of Instructional Psychology, 37(1), 24-31.

Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of teachers’ mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), 371–406.

Larson, D. (2011). Math in design. Owatonna, MN: Learning ZoneXpress.

Larson, D. (2009). Math in foods. Owatonna, MN: Learning ZoneXpress.

Learning ZoneXpress. (n.d.) Math activities in nutrition. Owatonna, MN: Learning ZoneXpress.

National Center for Education Statistics. (2011). The Nation’s Report Card: Trial Urban District Assessment Mathematics 2011 (NCES 2012-452). Institute of Education Sciences, U. S. Department of Education, Washington, D. C.

National Research Center for Career and Technical Education website: http://www.nrccte.org/ professional-development/math-cte

Pearson, D., Sawyer, J., Park, T., Santamaria, L., van der Mandele, E., Keene, B., & Taylor, M. (2010). Capitalizing on context: Curriculum integration in Career and Technical Education—a joint report of the NRCCTE curriculum integration workgroup. Louisville, KY: National Research Center for Career and Technical Education, University of Louisville.

Pickard, M., & Wommack, L. (2004). Meeting mathematics standards with contextual learning in family and consumer sciences [Monograph]. Ellensburg, WA: Family and Consumer Sciences Education Association.

Rauma, A. L., Himanen, R., & Vaisanen, P. (2006). Integration of science and mathematics into home economics teaching: A way to improve the quality of learning? Journal of Family and Consumer Sciences Education, 24(1), 27-36.

Sanden, J. (2004). Math/FCS class boosts test scores. Journal of Family and Consumer Sciences, 96(1), 18-19.

Stone, J. R. III, Alfeld, C., & Pearson, D. (2008). Rigor and relevance: Enhancing high school students’ math skills through career and technical education. American Education Research Journal, 45(3), 767- 795.

Stone, J. R. III, Alfeld, C., Pearson, D., Lewis, M. V., Jensen, S., & National Research Center for Career and Technical Education, S. N. (2006). Building academic skills in context: testing the value of enhanced math learning in CTE. National Research Center for Career and Technical Education, University of Louisville.

About the Author

Dr. Mari Borr is an Associate Professor in Family and Consumer Sciences Teacher Education and Associate Dean for Online Programs in the College of Human Development and Education at North Dakota State University. Dr. Borr has taught undergraduate and graduate courses in philosophy and history of Career and Technical Education, Extension education, leadership and presentation techniques, housing education and issues, advising FCCLA, methods of teaching FCS, adolescent development, curriculum development, and teaching FCS with technology. Her research focuses include the use of technology in the classroom and incorporation of core academics into CTE courses. mari.borr@ndsu.edu