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Journal articles on the topic 'Business mathematics'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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1

Opstad, Leiv. "Business students’ attitudes towards mathematics and performance in business mathematics: A case study of a Norwegian business school." Contemporary Mathematics and Science Education 5, no. 1 (January 11, 2024): ep24002. http://dx.doi.org/10.30935/conmaths/14112.

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Mathematical abilities and skills are useful knowledge for success in economic administrative studies. This article focuses on business students’ attitudes towards mathematics, their mathematical pathway in upper secondary school, and achievement in the compulsory course in business mathematics. The sample is from a survey of 260 business students from a university in Norway. The analysis is based on the framework of the attitudes towards mathematic inventory (ATMI). By comparing mean values this paper displays a strong link between students’ selection of mathematical level in secondary school and their performance in business mathematics. This result is confirmed by using a linear regression model. However, by bringing in ATMI in the model this article shows there is no longer any significant correlation between choices regarding mathematics in upper secondary school and achievement in business mathematics. Nor did gender or grade point average from high school have any significant effect. Only elements included in ATMI (self-confidence and motivation) had a significant effect. The reason is probably that it is not the students’ selection of mathematical level in secondary school, but their attitudes towards mathematics, that can explain success in business mathematics.

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2

Booth, A. J., and A. Francis. "Business Mathematics and Statistics." Mathematical Gazette 71, no. 457 (October 1987): 252. http://dx.doi.org/10.2307/3616796.

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3

Abbott, Steve, and John Shannon. "Excel for Business Mathematics." Mathematical Gazette 83, no. 496 (March 1999): 150. http://dx.doi.org/10.2307/3618715.

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4

Glickman, L. V., and A. Francis. "Business Mathematics and Statistics." Mathematical Gazette 74, no. 467 (March 1990): 90. http://dx.doi.org/10.2307/3618893.

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5

Dospinescu, Octavian. "Business and Economics Mathematics." Mathematics 10, no. 20 (October 20, 2022): 3890. http://dx.doi.org/10.3390/math10203890.

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6

Arivarignan, G., and R. Bharati. "Mathematics in business management." Annals of Operations Research 233, no. 1 (August 5, 2015): 1–2. http://dx.doi.org/10.1007/s10479-015-1953-y.

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7

Sylla, E. D. "Business Ethics, Commercial Mathematics, and the Origins of Mathematical Probability." History of Political Economy 35, Suppl 1 (January 1, 2003): 309–37. http://dx.doi.org/10.1215/00182702-35-suppl_1-309.

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8

Opstad, Leiv. "THE RELATIONSHIP BETWEEN NORWEGIAN BUSINESS STUDENTS’ ATTITUDES TOWARDS MATHEMATICS AND SUCCESS IN BUSINESS EDUCATION." International Journal of Teaching and Education 11, no. 1 (May 2, 2023): 47–60. http://dx.doi.org/10.52950/te.2023.11.1.004.

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Although mathematical skills are an important component for business students, many students struggle to understand and meet the demands in different subjects. There is a considerable heterogeneity among the different subjects and the need for good mathematical skills varies from subject to subject. To analyse this, we apply the Attitudes Towards Mathematics Inventory (ATMI) framework. The data are collected by asking students at a business school in Norway. The results are linked to the exam grades in the various subjects. The sample consists of approximately 150 students. As a research method, the standard linear regression model is used. The results show that there is a strong positive correlation between ATMI and success in the various subjects. This applies specifically to the dimension of self-confidence in mathematics. However, there is a considerable variation between the subjects, and in some non-quantitative subjects such as marketing, no correlation was found in this study between ATMI and exam grades. As control variables in the model, gender and Grade Point Average (GPA) from the upper secondary school were included. These variables had a rather small influence on the results for the subjects, but with significant statistical effects on some subjects. This article provides insight into a key factor that can help explain how students are performing in the various business subjects

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Hillier, H. J., and Ian Jacques. "Mathematics for Economics and Business." Mathematical Gazette 81, no. 492 (November 1997): 495. http://dx.doi.org/10.2307/3619645.

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10

Pike, S., and G. Roos. "Mathematics and modern business management." Journal of Intellectual Capital 5, no. 2 (June 2004): 243–56. http://dx.doi.org/10.1108/14691930410533678.

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Bitter, Gary G. "Business and Science/Mathematics Education." School Science and Mathematics 88, no. 1 (January 1988): 1–2. http://dx.doi.org/10.1111/j.1949-8594.1988.tb11770.x.

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12

Apynis, Antanas, and Eugenijus Stankus. "Mathematics in economics and business studies." Lietuvos matematikos rinkinys 42 (December 20, 2002): 353–54. http://dx.doi.org/10.15388/lmr.2002.32930.

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13

Hoque, Umma Salma. "Analysis of Business Students’ Difficulties in Transferring Business Mathematics Knowledge to Business studies: The Case of BGC Trust University Bangladesh." International Journal of Science and Business 26, no. 1 (2023): 10–21. http://dx.doi.org/10.58970/ijsb.2152.

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This study investigated business students’ (BS) difficulties in transfer of learning from business mathematics (BM) courses to business studies. To do this, the authors have collected the data from 182 undergraduate students of BGC Trust University Bangladesh (BGCTUB) by using simple random sampling technique. The data are processed through SPSS (23 version) and the MS excel. Factor analysis (Principal Component Analysis) is conducted to analysis the data. There are 17 closed ended questions (difficulties) asked from the students. This analysis reduced these 17 difficulties into 6. Among the 6 difficulties, first one is most important which explains highest variance (24.862%) in the variables and initial Eigen value is 4.227. It covers most of the difficulties (10) from the 17 difficulties. And second one is also important which explains 8.706% of the variation in students’ problem for their understanding and it covers 3 difficulties. Hence, BM instructors are suggested to concentrate the first and second important difficulties to transfer business mathematic knowledge to business studies. This study also analyzes the socio-demographic background of the students studying at BGCTUB. Limitation and further directions for research is also given.

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Hillier, H. J., and John Shannon. "Mathematics for Business, Economics & Finance." Mathematical Gazette 81, no. 491 (July 1997): 318. http://dx.doi.org/10.2307/3619229.

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15

Abella, Rongie C. "Anchored Instruction in Teaching Business Mathematics." Pertanika Journal of Social Sciences and Humanities 30, no. 1 (February 18, 2022): 31–40. http://dx.doi.org/10.47836/pjssh.30.1.02.

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This study aims to determine the effectiveness of Anchored Instruction in teaching Business Mathematics to the senior high school students of Simala National High School in Cebu, Philippines. Anchored Instruction is a teaching method in which the learners can generate problems, look for the relevant data, and find solutions from the situated problem-solving environment shown through videos. Its instructional design highlights three main features: generative stories, embedded data, and problem complexity. A quasi-experimental research method was utilized using pretest-posttest control and experimental group design. Both the control and experimental groups with 40 subjects each were not significantly different from each other as established in the match pairing of their profile. They were given a pretest, exposed to their respective interventions, and then were given a posttest. The control group was exposed to Conventional Instruction, while the experimental group was exposed to Anchored Instruction as the method in teaching Business Mathematics. Findings revealed that Anchored Instruction is a more effective method in teaching Business Mathematics than conventional instruction. The learner-centeredness of Anchored Instruction provided opportunities for the learners to be highly engaged in the learning process, as noted in the researcher’s observation and interview with selected subjects. As a result, they could identify the useful knowledge and eventually overcome the inert knowledge problem. Hence, it is recommended to utilize this method in teaching Business Mathematics.

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Mcintyre, J. A., and D. J. Harris. "Mathematics for Business, Management and Economics." Mathematical Gazette 70, no. 452 (June 1986): 172. http://dx.doi.org/10.2307/3615809.

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Saldauskienė, Jovita. "Mathematics for business and management studies." Lietuvos matematikos rinkinys 46 (September 21, 2023): 183–90. http://dx.doi.org/10.15388/lmr.2006.30625.

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18

Mitchell, Charles E. "Real-World Mathematics." Mathematics Teacher 83, no. 1 (January 1990): 12–16. http://dx.doi.org/10.5951/mt.83.1.0012.

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For the past three years I have participated in Title II projects that have focused on the needs of business and industry and the preparation of our high school graduates to meet these needs. In the course of these projects, in-service mathematics teachers from fourth through twelfth grade were placed in business and industry to study how mathematics is used to solve everyday problems. The settings ranged from the local hospital and real estate and insurance firms to such national corporations as Holiday Inn and E. F. Hutton. Government agencies, such as the local sheriff's office and the U.S. Space Institute, also participated. The idea of better preparing our graduates to meet the needs of business and industry finds ready support in the business world, and local newspapers were quick to publicize the cooperative efforts of those participating in the project.

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19

Chadwick, Edmund, Kevin Sandiford, and David Percy. "Assessing student teams developing mathematical models applied to business and industrial mathematics." MSOR Connections 11, no. 3 (September 2011): 22–24. http://dx.doi.org/10.11120/msor.2011.11030022.

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20

Power, C. "The Dynamic Role of Mathematics in Business." Irish Mathematical Society Bulletin 0023 (1989): 38–51. http://dx.doi.org/10.33232/bims.0023.38.51.

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21

O'Sullivan, George. "Mathematics and Statistics on BTEC Business Courses." Journal of Further and Higher Education 11, no. 3 (September 1987): 130–33. http://dx.doi.org/10.1080/0309877870110311.

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22

Green, K., and A. Emerson. "Reorganizing freshman business mathematics II: authentic assessment in mathematics through professional memos." Teaching Mathematics and its Applications 27, no. 2 (April 24, 2008): 66–80. http://dx.doi.org/10.1093/teamat/hrn002.

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23

Munapysova, Gulnara, Gulmira Israilova, and Gulmira Kasymalieva. "USE OF BUSINESS GAMES AS A METHOD OF LEARNING IN PREPARING FUTURE TEACHERS OF MATHEMATICS." Alatoo Academic Studies 2021, no. 2 (June 30, 2021): 92–99. http://dx.doi.org/10.17015/aas.2021.212.10.

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Recently, business games, in order to teach students, the experience of managing various processes, are widely used in all areas of professional training. This article reveals the importance of business games in preparing mathematics teachers for professional activities. The purpose of business games is to form the professional and methodological competencies of future mathematics teachers in accordance with the requirements of the educational standard, educate the professional qualities of a teacher by modeling, imitating the learning process at school, and a mathematics lesson. The types of business games, methodological features of their organization for future mathematics teachers are considered. The article presents an approximate topic of business games according to the methodology of teaching mathematics, provides scenarios of specific games and corresponding methodological recommendations.

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24

Sipos, Dario. "A Quantitative Survey of Twitter's Influence on Online Business." Research in Social Change 15, no. 1 (November 1, 2023): 53–66. http://dx.doi.org/10.2478/rsc-2023-0005.

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Abstract The advancement of technology and people's interactions virtually over social media has created many opportunities for online businesses to expand their scope and maintain their cost efficiencies by targeting customers on social media platforms. Twitter is one of the businesses’ actively used social media platforms to reach customers. Businesses seem to shift their scope more towards the online side because this is where they can reach customers. Social media platforms facilitate businesses in reaching out to customers and developing their brand image through marketing strategies. The features that attract users towards using Twitter are the word-of-mouth communication generated on it and the freedom of expressing and sharing opinions. This paper investigates how Twitter has played its role in shifting the scope of businesses online and developing their brand image using it as a platform. Additionally, it aims to ascertain how online business activities have impacted customers on Twitter. We used the quantitative method to discover the influence of Twitter activities on online business, and data were collected from 80 respondents. The results have been further analysed using the Likert scale analysis, and to determine the relationship between the variable and to test the hypotheses, multiple regression has been used. The study's results showed a significant relationship between the business's engagement online on Twitter and the customer's loyalty to the brand.

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25

Opstad, Leiv. "Success in business studies and mathematical background: the case of Norway." Journal of Applied Research in Higher Education 10, no. 3 (July 2, 2018): 399–408. http://dx.doi.org/10.1108/jarhe-11-2017-0136.

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Purpose The purpose of this paper is to determine whether the type of mathematics skills developed at secondary school an effect on students’ later success in business studies. At many business schools in Norway, more students are applying than there are places available. The ranking of applications depends on the grade point average (GPA) level, irrespective of the level or type of mathematics studied at secondary school, where the students are free to choose practically orientated or theoretical mathematics. Design/methodology/approach A quantitative analysis (regression model) was applied using data for undergraduate students enrolled in business studies over a three–year period (2012–2014). Findings Students with a non-theoretical background in mathematics obtain systematically lower grades on many courses, especially in core business school subjects. Ranking applicants to business studies courses based on their GPA scores irrespective of their level of mathematics may lead to the admission of less able students. Research limitations/implications There is little information available concerning why students choose different paths in mathematics at upper secondary school, but the decision students make has an influence on their grades in business courses. Originality/value By requiring more knowledge of theoretical mathematics, students’ performance at business school will improve. Changing the admission criteria could improve the quality of graduates and reduce the dropout rate.

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26

Green, K., and A. Emerson. "Reorganizing freshman business mathematics I: background and philosophy." Teaching Mathematics and its Applications 27, no. 1 (August 6, 2007): 11–23. http://dx.doi.org/10.1093/teamat/hrm017.

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27

Rosenbaum, Roberta. "Teaching Critical Thinking in the Business Mathematics Course." Journal of Education for Business 62, no. 2 (November 1986): 66–69. http://dx.doi.org/10.1080/08832323.1986.10772774.

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28

Cockram, Paul, T. Bancroft, and G. O'Sullivan. "Mathematics and Statistics for Accounting and Business Studies." Statistician 38, no. 2 (1989): 145. http://dx.doi.org/10.2307/2348329.

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29

Heller, William H., and Monty B. Taylor. "USING FINANCIAL CALCULATORS IN A BUSINESS MATHEMATICS COURSE." PRIMUS 10, no. 2 (January 2000): 165–85. http://dx.doi.org/10.1080/10511970008965956.

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30

Park, Yeongyong, and Heonsoo Lee. "A Study on the Relation between Mathematics Learning Contents of High School Liberal Arts Course and Major Fields of College of Business Administration." Korean School Mathematics Society 20, no. 4 (December 31, 2017): 423–43. http://dx.doi.org/10.30807/ksms.2017.20.4.005.

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In this paper, In this paper, we study the recognition of undergraduate students and professors about the relation between mathematics learning contents of high school liberal arts course and major fields of college of business administration. We chose 155 undergraduate students and 6 professors at college of business administration in M university and investigate their recognition about the relation between mathematics learning contents of high school liberal arts course and major fields of college of business administration. We found following facts. First, mathematics education in high school should be based on understanding of mathematical conceptions and principles rather than problem-solving skills to intensifying the relation between mathematics of high school liberal arts course and major fields of college of business administration. Second, we have impressed upon them, whom are going to college of business administration, the need for more mathematics to study a major field.

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31

Gadzella, Bernadette M., Dean W. Ginther, J. David Williamson, and John Davenport. "Mathematics Course Grades and Attitudes in Mathematics for Students Enrolled in Three University Colleges." Psychological Reports 57, no. 3 (December 1985): 767–72. http://dx.doi.org/10.2466/pr0.1985.57.3.767.

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Correlations between mathematics course grades and scores on the Mathematics Attitudes Scale were analyzed for 56 students enrolled in the College of Arts and Sciences, 52 students in the College of Business and Technology, and 69 students in the College of Education. Significant correlations were found for students enrolled in the College of Arts and Sciences and the College of Education, with one exception (the Importance of Mathematics for the College of Arts and Sciences). None of the correlations were significant for the College of Business and Technology. Further study was suggested.

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Mohd Noor, Harifah, Jurry Foo, Adilah Md Ramli, and Teuku Afrizal. "Willingness for Change to New Norm for Traditional Food Business by SMEs Entrepreneurs." Journal of ASIAN Behavioural Studies 6, no. 20 (December 31, 2021): 59–73. http://dx.doi.org/10.21834/jabs.v6i20.401.

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Traditional food represents the cultural identity that becomes an income source for Small and Mid-size enterprises (SMEs) entrepreneurs in Sabah. The sudden presence of COVID-19 since March 2020 has impacted traditional food entrepreneurs. This research examines the readiness of entrepreneurs to innovate their businesses through a new norm. Factor Analysis is used to analyse 21 parameters of a new norm for the traditional food business. This study developed three dimensions: enhancing existing business, new norm business and improving business skills. Entrepreneurs need to prepare strategies to meet new business norms. Support from the government and agencies is required to enhance SME entrepreneurs' business capabilities.

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CHRISTER, A. H., R. DEKKER, and L. THOMAS. "Second IMA Mathematical Models in Maintenance Conference Issue on Mathematics Applied in Business and Industry." IMA Journal of Management Mathematics 6, no. 1 (1995): 1–3. http://dx.doi.org/10.1093/imaman/6.1.1.

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34

Maulana, Danis, M. Lukman Arif, Ristanti Akseptori, and Yesica Novrita Devi. "Increasing Business Survival Rate with Data Integration Business Strategy and Technology Commercialization." Jurnal Entrepreneur dan Entrepreneurship 11, no. 1 (September 24, 2022): 15–28. http://dx.doi.org/10.37715/jee.v11i1.2443.

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Increasing Business Survival Rate with Data Integration Business Strategy and Technology Commercialization Abstract Technology commercialization is a series of processes from the development and marketing of a technology that is designed to reach a point that can be applied to a production or consumption activity so that it can generate profits. The success or failure of the commercialization of technology-based businesses is influenced by several factors, including the capacity of startups as technology-based entrepreneurs, mentors who accompany, incubation centers that carry out the incubation process, and value of the Technology Readiness Level (TKT) of commercialized technology products. This study aims to explain the increase in startups business survival rates with data integration of business strategies and technology commercialization. This research was conducted with the stages of exploring the problems and conducting a SWOT analysis of East Java startups, analyzing survival rate, making information system prototypes, and analyzing data integration and business strategies. The results showed that Usability Testing received an assessment of 87% consisting of 86% Easy of Use aspect, 88% Easy of Learning aspect, 86% Satisfaction aspect, and 89% on the Usefulness aspect. So information system designed is included very worthy category. The largest percentage of business problems by the HRM (24%) and Operations (24%) therefore need to get attention for solutions. Keywords: survival rate, startup, macroeconomics, Technology Readiness Level, prototype

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Rosedale, Naomi Alexandra, Rebecca Ngaire Jesson, and Stuart McNaughton. "Business as Usual or Digital Mechanisms for Change?" International Journal of Mobile and Blended Learning 13, no. 2 (April 2021): 17–35. http://dx.doi.org/10.4018/ijmbl.2021040102.

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Mathematics classrooms have a long history of what has been termed ‘unidimensional' character: a proclivity for student practice routines and teachers as experts and keepers of knowledge. This study investigates affordances of student-created digital learning objects (SC-DLOs) as transformative, design-for-learning practices in the hands of students. Historical distinctions are drawn between digital learning objects (DLOs) and digital learning artefacts (DLAs) primarily for teacher assessment of student learning. SC-DLOs are conceived as students' design for learning for the peer learning community. Hence, SC-DLOs have additional and different learning potential that aligns with 21st century skill development. A corpus of mathematics SC-DLOs (n=155) were analysed from learner blogs (Year 7-8) in a 1:1 digital initiative in New Zealand. A mixed-methods approach was used to investigate features of students' multimodal design for learning. A framework of implications informs and problematises understandings of transformative digital creation by students in mathematics.

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Horiashchenko, Yuliia, Uliana Onyshchenko, and Kateryna Malykhina. "FINANCING OF SMALL INNOVATIVE ENTERPRISES IN THE MODERN CONDITIONS OF DEVELOPMENT." Development of Management and Entrepreneurship Methods on Transport (ONMU) 81, no. 4 (2022): 74–86. http://dx.doi.org/10.31375/2226-1915-2022-4-74-86.

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In this article, the theoretical basis for the study of financial and investment support of small innovative entrepreneurship is developed, in particular, the methods of financing small entrepreneurship, which is focused on innovative development, are studied. The research is based on empirical and theoretical methods, namely description and observation, analysis and synthesis, abstraction, generalization, explanation, induction and deduction. It was emphasized that the issues of innovative development of small entrepreneurship, which are significantly aggravated in modern conditions, should be raised and resolved in the current state, since the Russian-Ukrainian war makes it impossible to predict the future state of the spheres of activity in detail, and also strengthens existing and creates new risks, turning away from of Ukrainian business entities, many stakeholders, first of all, investors. Since before the war, small business faced a number of problems, the main of which was the attraction of investment funds, in the current conditions, the problems are becoming more and more, as well as the expectations from this type of business in the post-war period. Therefore, an important step is to conduct an analysis of all possible channels for finding investors, as well as their involvement in Ukrainian innovative projects. In addition, an assessment of the financing needs of small businesses in modern conditions of development was carried out by the categories of analyzed enterprises – micro-enterprises (excluding FOP) and small enterprises. The main organizational structures of investment support for small businesses are analyzed, including business incubators, venture capital investment, business angels, business accelerators, and business incubators. The study emphasizes that in order to effectively restore the country's economy, it is necessary to immediately, already during the war, resolve the issue of financing small innovative enterprises forming the infrastructure to support small and medium-sized businesses, since small entrepreneurship itself is the backbone of the economy, the backbone of the socio-economic well-being of Ukraine.Keywords:small innovative business, funding sources, venture funding, startup, innovative ecosystem.

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Bullock, Erika C. "Risky Research Business: Mathematics Education Research on the Margins." Mathematics Enthusiast 12, no. 1-3 (June 1, 2015): 95–102. http://dx.doi.org/10.54870/1551-3440.1337.

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Kim, K. H. "Finite mathematics with applications for business and social science." Mathematical Social Sciences 25, no. 2 (February 1993): 203. http://dx.doi.org/10.1016/0165-4896(93)90055-n.

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Amalia, Rizki, Fadilah Fadilah, Mamay Komarudin, and Jaka Wijaya Kusuma. "Development of Mathematics E-Books in Improving Mathematical Literacy and Entrepreneurial Spirit." AL-ISHLAH: Jurnal Pendidikan 13, no. 3 (December 30, 2021): 2425–34. http://dx.doi.org/10.35445/alishlah.v13i3.987.

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This study aimed to create an e-book on mathematics learning for vocational high school students in grade XI, complete with liner program material, using the ADDIE model development methodology (Analysis, Design, Development, Implementation, Evaluation). Based on the findings of the development of e-books on linear programming material for grade XI students at vocational high school in Langsa Aceh majoring in Online Business and Marketing, it can be concluded that the media is valid for use in learning mathematics with linear programming materials, then effective in improving mathematical literacy and entrepreneurial spirit. Finally, practical media is used in mathematics learning, among other conclusions.

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Zepp, Raymond A. "Real-Life Business Math at Enterprise Village." Arithmetic Teacher 39, no. 4 (December 1991): 10–14. http://dx.doi.org/10.5951/at.39.4.0010.

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Gunawardane, Gamini. "Mathematical modelling education in U.S. business schools." International Journal of Mathematical Education in Science and Technology 21, no. 6 (November 1990): 891–95. http://dx.doi.org/10.1080/0020739900210607.

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42

Millroy, Wendy L. "Exploring the Nature of Street Mathematics." Journal for Research in Mathematics Education 25, no. 3 (May 1994): 304–9. http://dx.doi.org/10.5951/jresematheduc.25.3.0304.

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For many years, mathematics education researchers have been fascinated by the mathematics that is generated and used outside of institutions of learning. This is the mathematics that allows unschooled and sometimes illiterate people to practice crafts and trades, conduct business transactions, and make their livings in a variety of ways that depend on knowledge of what we call mathematics.

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Ramesh, S. "The Intersection of Electronics, Computer Networking, and Applied Mathematics in Business." Journal of Electronics,Computer Networking and Applied Mathematics, no. 12 (November 26, 2021): 28–32. http://dx.doi.org/10.55529/jecnam.12.28.32.

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In the rapidly evolving landscape of business, the confluence of electronics, computer networking, and applied mathematics has given rise to a paradigm shift known as connected commerce. This article explores the intricate interplay of these domains and their collective impact on the business ecosystem. Through real-world applications, case studies, and a forward-looking perspective, the article unveils how the integration of electronics, computer networking, and applied mathematics is shaping the future of commerce.

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Peng, Chien-Chih. "Do Students with Grades Curved in Mathematics Prerequisites Perform Better or Worse in Business Finance?" Journal of Finance Issues 4, no. 2 (December 31, 2006): 100–108. http://dx.doi.org/10.58886/jfi.v4i2.2445.

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This abstract was created post-production by the JFI Editorial Board. This study employs regression techniques to determine whether there is a relationship between performance in mathematics courses (college algebra and business statistics) and performance in business finance, and whether students have their grades curved in the mathematics courses has any impact on the performance in business finance. The results indicate that students who earn higher grades in college algebra perform significantly better than those who do not. There is no significant difference in performance between students who have their grades curved in college algebra and students who do not. Students who fulfill the business statistics perform significantly better than those who do not. Among students who complete the business statistics, those with higher business statistics grades perform insignificantly better in business finance. There is no significant difference in performance between students who have their grades curved in business statistics and students who do not.

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Sadiku, Murat, and Nimete Berisha. "THE TEACHING AND LEARNING OF MATHEMATICS FOR ECONOMICS AND BUSINESS AT UNIVERSITY LEVEL." KNOWLEDGE INTERNATIONAL JOURNAL 31, no. 5 (June 5, 2019): 1605–8. http://dx.doi.org/10.35120/kij31051605s.

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The course of mathematics becomes even more crucial for students of economics and business since its application is inevitable in many other courses of the curricula and practice as well. The instructor is required to raise the awareness of students and encourage them to develop mathematics study routine. Thus, the quality of teaching and learning mathematics is of major challenge for instructors, since a number of students face with mathematics learning difficulties. Thereby the purpose of this research is to examine the students’ attitudes towards mathematics and to identify the reasons that influence the learning obscurity by providing a feedback from the students from three universities from North Macedonia.The research methodology consists on a quantitative research strategy. The survey was conducted through a structured self completion questionnaire using a systematic sampling technique.

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Et. al., Efebeh Vincent Eseoghene,. "The Politics Of Small Businesses Survival In A Competitive Market: Problems And Solutions." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 5 (April 10, 2021): 1068–76. http://dx.doi.org/10.17762/turcomat.v12i5.1752.

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The political nature of man has made stakeholders of small businesses to be involved in one survival strategies or the order which have left the equitable distribution of infrastructure and operations of businesses owners a challenge in these regards. The study tried to identify the various problems as well as solutions to the problems militating against the small-scale business politically. The sample subject of the study is the 10 entrepreneurs and 40 employees of small- scale business. The questionnaire is a major instrument used. Mean and the standard deviation was used to analyse responses The results of the study showed that government have put up a lot of support programme to promote small-enterprise business in the local government area under study but policies, programme application, mismanagement/misappropriation of fund hinders the growth of the small-scale business. It was recommended that government should collaborate with the industrialists of the various small-scale businesses to find out their financial, manpower and infrastructural facilities needs and satisfy them

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Boyd, Ian. "A mathematical model of the business cycle." Bulletin of the Australian Mathematical Society 36, no. 2 (October 1987): 331–32. http://dx.doi.org/10.1017/s0004972700026599.

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Et.al, Fergyanto E. Gunawan. "Implementation Android Based E-Commerce for Improving Business Process and Increasing Revenue." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 11, 2021): 4418–27. http://dx.doi.org/10.17762/turcomat.v12i3.1821.

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E-commerce is one of the solutions to make a business known by people and gaining new customers. E-commerce makes transaction between seller and customer convenient because people no longer need to come to the store if they want to buy something. Retail Businesses that still serve their customers using old method or only serve the customers who come to the store will lose with the competitors that use e-commerce because many people right now using e-commerce in their smartphone to find the products they wanted rather than to go to the store and it makes the business can’t get any new customers and can’t increase their revenue. Retail Businesses needs to change their old method to a new one by using android based e-commerce. Android based e-commerce is designed using Extreme Programming method. The old method that the business used will be replaced into a new one where the business will serve the customers online by using android based e-commerce and also serve the customers who came to the store. The changes from implementing android based e-commerce is expected to make the business process in retail business will be more efficient and effective to increase revenue and customer’s satisfaction.

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Lishchynska, Maryna, Catherine Palmer, Seán Lacey, and Declan O’Connor. "Is motivation the key? Factors impacting performance in first year service mathematics modules." European Journal of Science and Mathematics Education 11, no. 1 (January 1, 2023): 146–66. http://dx.doi.org/10.30935/scimath/12529.

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Taught to non-mathematics undergraduates (business, science, engineering, and other technical programs), service mathematics is commonly associated with poor exam performance and low skill/knowledge attainment. The primary objective of the present study was to examine the range of factors thought to impact mathematics performance in higher education and establish which of the variables (i.e., motivation, mathematical background, growth mindset, preference for understanding, and time invested in independent learning) are of value in explaining the differences in students’ performance in service mathematics modules. A survey of first year business and engineering students who sat service mathematics modules was conducted. A multivariable proportional odds regression model was applied to detect and evaluate the association of each explanatory variable with mathematics performance. Motivation was found to be an important contributor to mathematics performance<i> </i>in first year service modules (p£0.05), second only to mathematical background (p<0.001). The work also investigated trends in motivation for studying mathematics across different student cohorts, where a significant difference in motivation was found between business and engineering students (p<0.001). The findings are discussed in terms of implications for learners and educators and should be of interest to fellow academics, those tasked with improving retention rates and policy makers.

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Sarkar, Debajyoti, and Ashim Kumar Sarmah. "Analyzing the Nexus Between Entrepreneurship and Business Mathematics - A Comprehensive Study on Strategic Decision-Making, Financial Modeling, and Risk Assessment in Small and Medium Enterprises (SMEs)." International Journal of Research and Review 11, no. 2 (February 16, 2024): 40–51. http://dx.doi.org/10.52403/ijrr.20240206.

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This research undertakes a comprehensive exploration of the symbiotic relationship between entrepreneurship and business mathematics, focusing on strategic decision-making, financial modeling, and risk assessment within the context of Small and Medium Enterprises (SMEs). The study aims to elucidate how the integration of mathematical models influences the operational dynamics of SMEs, ultimately shaping their ability to navigate uncertainties and foster sustainable growth. The investigation delves into the theoretical underpinnings of this nexus, drawing from established theories such as the Resource-Based View, Decision Theory, Financial Modeling Theories, Prospect Theory, Systems Theory, and Entrepreneurial Learning Theories. These frameworks collectively form the basis for understanding how SMEs strategically leverage business mathematics to optimize resource allocation, assess risks, and make informed decisions. Methodologically, a mixed-methods research design is employed, combining qualitative in-depth interviews with SME entrepreneurs and quantitative surveys distributed among a representative sample. The research design aims to provide a nuanced understanding of how mathematical models are applied in SMEs, capturing both the qualitative insights of entrepreneurs and quantitative data on the prevalence and impact of business mathematics in strategic decision-making, financial modeling, and risk assessment. Challenges and opportunities associated with the integration of business mathematics are discussed, including issues of expertise, data quality, perceived complexity, and cost constraints. The research highlights the potential for technological advancements, collaborative platforms, educational initiatives, and supportive policies to bridge these gaps and unlock the transformative potential of mathematical models in SMEs. The research contributes to the growing body of knowledge on the intersection of entrepreneurship and business mathematics, providing insights for SMEs, educators, policymakers, and researchers. The findings underscore the importance of mathematical literacy in the entrepreneurial landscape, offering practical implications for enhancing decision-making processes, financial strategies, and risk management practices within SMEs. Keywords: Entrepreneurship, Business Mathematics, Financial Modeling, Risk Assessment, Small and Medium Enterprises (SMEs), Entrepreneurial Finance, Probability Analysis.

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