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• W2336244564 abstract "IntroductionHow well do we know our students? How well do our students know themselves? Both are important questions in the context of students new to higher education (HE) as the former impacts on curriculum design and teaching strategies at first year level while the latter can influence student engagement and retention particularly if student academic self-perceptions turn out to be overly optimistic. Unfortunately it is often the case that in recruiting new students for HE it is entry qualifications that take precedence over a more informed assessment of the student's previous educational experience or their perception of their own strengths and weaknesses.In this paper we focus specifically on the mathematical of students undertaking an accounting course in the UK HE sector. This focus is brought about by worries over the preparedness of students to study quantitative subjects in HE which has been of concern to educators and the UK Government for some time. In fact these concerns prompted the UK Government to commission a report into mathematics education (the Smith Report) which found that the perception of many young people was that mathematics is boring and irrelevant and that there is a perception among non-specialist students that mathematics is difficult (Smith, 2004). Although things have subsequently improved through educational reforms at secondary level there are still concerns within HE that students are not engaging with the elements of mathematics appropriate to their course. Norris (2012) makes the point that English universities are side-lining quantitative and mathematical content because students and staff lack the requisite confidence and ability (p.11) reporting also that 40% of employers have found that employees and prospective employees lack even basic numeracy skills (p.11).Furthermore it is recognised that having to study mathematics may invoke quite strong negative feelings within students due to perhaps not having studied the subject for some time, having had poor prior experiences of learning mathematics, of not seeing its relevance, or of just 'not getting it'. This has led to a large and growing research literature responding to perceived problems with mathematical anxiety (Furner & Berman, 2004), mathematical self-efficacy (Bandura, 1997) and the need to provide students with additional mathematical support to cover weaknesses in subject knowledge (Symonds, Lawson & Robinson, 2008).This paper builds on previous work in the teaching of mathematical (Warwick, 2012; Warwick & Howard, 2014) and focuses on the self-perceptions of accounting students towards mathematics as they begin their university education. We report on a pilot study designed to help better understand these students and their perceptions and explore how they may impact on student engagement with, and performance in, mathematics.Mathematics in the Accounting CurriculumThe UK Quality Assurance Agency (QAA) publishes subject benchmark statements which define what can be expected of a graduate in that subject. The QAA subject benchmark statement for Accounting (QAA, 2015) defines some of the required knowledge and to be of the operations of business ... financial analysis and projections ... and an awareness of the contexts in which accounting data and information is processed and provided within a variety of organizational environments (p.7). Furthermore the benchmark statement emphasises that there should be an underpinning of generic quantitative that include the processing and analysis of financial and other numerical data and the appreciation of statistical concepts.Although, of course, many of the detailed calculations required of accountants are now accomplished by computer software, there is still a need to engender in students a fundamental understanding of mathematical ideas and skills. Indeed it has been appreciated for some time that the professional accountant must have . …" @default.
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• W2336244564 title "Student Self-Assessment of Mathematical Skills: A Pilot Study of Accounting Student." @default.
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