Perspectives from a Business School
Edited by Kathy Daniels, Caroline Elliott, Simon Finley and Colin Chapman
Chapter 24: Teaching maths to non-mathematical students
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.
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