Reorganizing Freshman Business Mathematics II: Authentic Assessment in Mathematics through Professional Memos

Autor/inn/en	Green, Kris; Emerson, Allen
Titel	Reorganizing Freshman Business Mathematics II: Authentic Assessment in Mathematics through Professional Memos
Quelle	In: Teaching Mathematics and Its Applications: An International Journal of the IMA, 27 (2008) 2, S.66-80 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-3679
DOI	10.1093/teamat/hrn002
Schlagwörter	Performance Based Assessment; Mathematics; College Freshmen; Business Education; Mathematical Models; Courses; Student Attitudes; Higher Education; Mathematics Instruction; Curriculum Enrichment; Mathematics Curriculum; Computation; Decision Making + Suchen Sie Ihr Suchwort? Leistungsermittlung; Mathematik; Studienanfänger; Wirtschaftserziehung; Wirtschaftspädagogik; Mathematical model; Mathematisches Modell; Kursangebot; Schülerverhalten; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mathematics lessons; Mathematikunterricht; Curriculum revision; Curriculumreform; Curriculum; Lehrplan; Reform; Decision-making; Entscheidungsfindung
Abstract	The first part of this two-part paper [see EJ787497] described the development of a new freshman business mathematics (FBM) course at our college. In this paper, we discuss our assessment tool, the business memo, as a venue for students to apply mathematical skills, via mathematical modelling, to realistic business problems. These memos have proven a crucial step in turning our FBM course around from a dreaded course with little connection to students' intended careers into a course where students experience the power of mathematics for solving problems and informing decisions. Comments from students in the course throughout its 6-year history clearly point to the course's value and importance. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10