Business Mathematics and Statistics

stat.auckland.ac.nz

This paper outlines the reality of the teaching of statistics in a superior school of business management in Portugal. We begin by presenting the difficulties that teachers encounter, resulting from a variety of problems. A major cause is the enormous heterogeneity of the level of knowledge that ...

Journal of the Royal Statistical Society: Series D (The Statistician), 2001

Reforms recommended over a decade ago at the inaugural`Making statistics more effective in schools of business' conference have made only minimal headway, despite popular acknowledgement and academic endorsement. Longitudinal evidence collected from a near census of Master of Business Administration programmes and undergraduate business courses in Australia and New Zealand con®rms the lack of progress. We ®nd that the content of courses (with emphasis on statistics of quality), computer integration and the use of real data have not reached the ideals proposed. We argue that the large core courses need urgent attention. Statisticians also need to communicate with other staff and to promote statistics. The ®ndings carry strategic implications for statisticians and statistics educators beyond the geographic domains examined here.

Proceedings of the …, 2010

The majority of mathematics teachers have received a purely formalistic education, with little, if any, specific training in probability and statistics. Their formalist mathematical background has a negative effect on their statistical reasoning and their development as teachers of ...

For many lecturers, teaching statistics to business students is considered a notoriously difficult task and a dreaded experience and they would prefer to avoid this at all cost. The difficulty seems to involve deep psychological problems that many students have with the subject material combined with the large class environment for teaching. In some universities, high school mathematics is not a pre-requisite for enrolling in business studies which results in a group of students with varying mathematical background in the business statistics classes. Consequently, teaching statistics to business students is a real challenge and developing innovative ways to get over the anxieties experienced by many business students is of crucial importance. This paper discusses our experience in overcoming the challenge of teaching statistics to business students.

2010

The majority of mathematics teachers have received a purely formalistic education, with little, if any, specific training in probability and statistics. Their formalist mathematical background has a negative effect on their statistical reasoning and their development as teachers of statistics. In the paper, we describe EarlyStatistics, an online professional development course in statistics education targeting European elementary and middle school mathematics teachers. To help teachers go beyond procedural understanding of statistics, the course emphasizes statistical problem-solving. Through participation in projects, experiments, computer explorations with real and simulated data, group work and discussions, participating teachers learn where the “big ideas of statistics apply and how, and develop a variety of methodologies and resources for their effective instruction.

2006

Proceedings of the 56th Session of …, 2007

1 Introduction The state of mathematics education in the United Kingdom has been an issue of concern for some years. Following a commission by the UK government, Smith (2004) published a report into post-14 mathematics provision. His report made wide-ranging ...

Journal of Statistics Education, 2014

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