FACTORS INFLUENCING STUDENTS’ CHOICE OF MATHEMATICS IN HIGH SCHOOL AND EXPERIENCE IN THE COMPULSORY BUSINESS MATHEMATICS COURSE: EVIDENCE FROM NORWAY

Abstract

This paper explores business students’ attitudes towards mathematics and their choice of mathematics course at high school. We analyze students’ preference, skills and attitudes towards mathematics following the Attitudes Towards Mathematic Inventory (ATMI) framework. We examine how their mathematical pathway in secondary school influence how difficult they find an introductory course in business mathematics at the first year of business school. The analysis is based on a survey of 273 students from two business schools in Norway. The results display strong indications that students’ choice of mathematics course is linked to the three variables, self-confidence, value, and enjoyment. We also find evidence that the three variables are probably indicators of the choice of mathematical pathway, and not vice versa. This suggestion is based on the study of students who change their minds one year after making their choice and by applying a regression model. Students who choose an easier mathematics course in secondary school, find the business mathematics (BM) at business school substantially more demanding, compared with the group who choose more difficult mathematics in secondary school. We suggest that the main reason for this finding is not the students’ choice of mathematical level at high school, but their attitudes towards mathematics.