Learning and Teaching in Higher Education
Show Less

Learning and Teaching in Higher Education

Perspectives from a Business School

Edited by Kathy Daniels, Caroline Elliott, Simon Finley and Colin Chapman

There is often little guidance available on how to teach in universities, despite there being increasing pressure to raise teaching standards, as well as no official requirement for academics to have any specific teaching qualification in many countries. This invaluable book comprehensively addresses this issue, providing an overview of teaching in a business school that covers all stages of student learning.
Buy Book in Print
Show Summary Details
You do not have access to this content

Chapter 24: Teaching maths to non-mathematical students

Geetha Ravishankar

Abstract

Quantitative modules form a component of most degrees in business schools with the relevant student cohorts possessing various levels of familiarity with the underlying mathematics. Thus, these modules often generate the greatest degree of anxiety for students. This chapter details lecture and seminar approaches that help students engage with mathematics and relate the same to both real data and other topics on their degree course. This helps relieve subject-related anxiety and facilitates learning. The approach discussed is primarily based on the chalk-and-talk method. Alternatives such as flipped classrooms are also discussed. The relevance of lecturer disposition to the subject and in maintaining an encouraging and positive disposition is also identified.

You are not authenticated to view the full text of this chapter or article.

Elgaronline requires a subscription or purchase to access the full text of books or journals. Please login through your library system or with your personal username and password on the homepage.

Non-subscribers can freely search the site, view abstracts/ extracts and download selected front matter and introductory chapters for personal use.

Your library may not have purchased all subject areas. If you are authenticated and think you should have access to this title, please contact your librarian.


Further information

or login to access all content.