Research Article

Business students’ attitudes towards mathematics and performance in business mathematics: A case study of a Norwegian business school

Leiv Opstad 1 2 *
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1 Department of Business Administration, Western Norway University of Applied Sciences, Sogndal, NORWAY2 Norwegian University of Science and Technology, Trondheim, NORWAY* Corresponding Author
Contemporary Mathematics and Science Education, 5(1), 2024, ep24002, https://doi.org/10.30935/conmaths/14112
Published: 11 January 2024
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ABSTRACT

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.

CITATION (APA)

Opstad, L. (2024). Business students’ attitudes towards mathematics and performance in business mathematics: A case study of a Norwegian business school. Contemporary Mathematics and Science Education, 5(1), ep24002. https://doi.org/10.30935/conmaths/14112

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