From math aversion to effective integration: theoretical framework for building quantitative skills in Economics and Business students

Date

2025-05-14

Director

Publisher

Elsevier
Acceso abierto / Sarbide irekia
Artículo / Artikulua
Versión publicada / Argitaratu den bertsioa

Project identifier

Impacto
Google Scholar
No disponible en Scopus

Abstract

This study proposes a novel theoretical framework that systematically integrates the cognitive-affective factors evidenced in academic literature-math anxiety, math self-efficacy, math identity, and perceived mathematical utility-which enhance the development of quantitative skills (QS) in Economics and Business students. The proposed framework structures a progression based on four formative developmental stages: Identification, Recognition, Transfer, and Integration. To facilitate practical application, a self-assessment tool characterizes and diagnoses each student's QS development level. Additionally, a set of instructional strategies based on existing literature supports the design of targeted didactic interventions, fostering resilience, confidence, and engagement with quantitative methods. Both the theoretical framework and the self-assessment tool have been validated by an expert panel using the Modified Delphi Method. The panel of experts confirmed the clarity and coherence of the proposed model as a tool for diagnosing QS development and guiding effective instructional interventions. Beyond its classroom application, this model serves as a foundation for curriculum design, offering a theoretical framework to support the structuring of pathways for the progressive development of quantitative skills throughout the academic journey. By addressing both cognitive and affective factors, this study contributes to an innovative approach that helps bridge the gap between theoretical research and practical implementation.

Description

Keywords

Quantitative skills development, Modified delphi validation, Mathematics, Economics and business, Curriculum design, Educational policy reform

Department

Estadística, Informática y Matemáticas / Estatistika, Informatika eta Matematika / Institute for Advanced Research in Business and Economics - INARBE

Faculty/School

Degree

Doctorate program

item.page.cita

Rodríguez Rincón, Y., Munarriz, A. (2025) From math aversion to effective integration: theoretical framework for building quantitative skills in Economics and Business students. International Journal of Management Education, 23(3), 1-21. https://doi.org/10.1016/j.ijme.2025.101193.

item.page.rights

© 2025 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC license.

Licencia

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