Abstract
The quantitative methods mathematics, statistics and computer science invariably take the position of subsidiary yet essential courses in the studies of economics and management sciences. When designing the problem-based curriculum of our faculty, we posed ourselves the following two questions:
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is problem-based learning as an educational system suited to teach mathematics and statistics; if not, can it be modified into an educational system which preserves most of the principles and objectives of problem-based learning, yet which is adequate to teach these subjects?
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how can mathematics, statistics and computer science play a role in the educational system of problem-based learning by supplying the students with additional techniques for problem solving, which the students in turn can use in their other courses?
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© 1995 Springer Science+Business Media Dordrecht
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Tempelaar, D., Schenk, E. (1995). Quantitative Methods In A Problem-Based Curriculum. In: Gijselaers, W.H., Tempelaar, D.T., Keizer, P.K., Blommaert, J.M., Bernard, E.M., Kasper, H. (eds) Educational Innovation in Economics and Business Administration. Educational Innovation in Economics and Business, vol 1. Springer, Dordrecht. https://doi.org/10.1007/978-94-015-8545-3_23
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DOI: https://doi.org/10.1007/978-94-015-8545-3_23
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