Case study on competence based approach in course “Mathematics for Economistsˮ
2019
Vintere, A., Latvia Univ. of Life Sciences and Technologies, Jelgava (Latvia). Dept. of Mathematics
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 competency-based 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 Economistsˮ 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 for Economistsˮ 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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