Problems in Development of Problem Solving Skills of Studying Mathematics at the Latvia University of Life Sciences and Technologies

Zeidmane, Anda; Rubina, Tatjana

doi:10.21125/iceri.2018.2449

Cited by 1 publication

(2 citation statements)

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“…Here is a clear connection between the mathematics problem solving and problem-solving models that include problem analysis, decision making on desired / potential solution, and solution implementation and verification. Problem solving steps in mathematics: identification of the problem, interpretation of the problem (to translate it into mathematical language and select appropriate tools or formulas), problem analysis (apply general problem to a specific situation), modelling the problem solving using the deduction method, solving the problem and checking the answer (Zeidmane A., Rubina T., 2018).…”

Section: Research Results and Discussionmentioning

confidence: 99%

“…There are three components of critical thinking: identification and interpretation of information, information analysis, evaluation of evidence and argument (Zeidmane, Rubina, 2018). In the course "Mathematics for Economists", critical thinking is promoted by solving various tasks, and the results obtained by students must always be interpreted (component of interpretation of information).…”

Section: Research Results and Discussionmentioning

confidence: 99%

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Case study on competence based approach in course "Mathematics for economists"

Vintere¹

2019

Economic Science for Rural Development

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This paper is the result of scientific analysis and assessment of scientific literature and a number of information sources taking into consideration the author's reflection experience and observations on competencybased approach in higher education seeing competence as key element of sustainable development. The competence to be acquired in the study process is reflected in the learning outcomes that describe three major domains: knowledge (learning to know), skills (learning to do) and competences (learning to be). The aim of the article is to analyse the course "Mathematics for Economists" in relation to the dimensions of competence-based education, to determine the extent to which the course corresponds to the characteristics of education for sustainable development. For that reason, in this article is given short summary on the course "Mathematics forEconomists" which include the aim of this course, expected learning outcomes as well as the conception of mathematics studies for economists and business managers and made course analysis by four dimensions: contextual learning, interdisciplinary learning, problem-solving and critical thinking. The results show that the course is an example of good practice in transforming mathematics studies into education for sustainable development.

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Section: Research Results and Discussionmentioning

confidence: 99%

Section: Research Results and Discussionmentioning

confidence: 99%