Thesis (M.S.)--Missouri University of Science and Technology, 2010. / Vita. The entire thesis text is included in file. Title from title screen of thesis/dissertation PDF file (viewed June 7, 2010) Includes bibliographical references (p. 75).

Thesis (D.A.)--Illinois State University, 2002. / Title from title page screen, viewed November 29, 2005. Dissertation Committee: Thomas Shilgalis (chair), Kenneth Berk, Patricia Klass, Beverly Rich, Charles Vanden Eynden. Includes bibliographical references (leaves 60-61) and abstract. Also available in print.

These studies have focused on identifying the mathematical requirements of first-year BCom students at Nelson Mandela Metropolitan University. The research methodology used in this quantitative study was to make use of interviewing, questionnaire investigation, and document analysis in the form of textbook, test and examination analysis. These methods provided data that fitted into a grounded theory approach. The study concluded by identifying the list of mathematical topics required for the first year of the core subjects in the BCom degree programme. In addition, the study found that learners who study Mathematics in the National Senior Certificate should be able to cope with the mathematical content included in their BCom degree programme, while learners studying Mathematical Literacy would probably need support in some of the areas of mathematics, especially algebra, in order to cope with the mathematical content included in their BCom degree programme. It makes a valuable contribution towards elucidating the mathematical requirements needed to improve the chances of successful BCom degree programme studies at South African universities. It also draws the contours for starting to design an efficient support course for future “at-risk” students who enter higher education studies.

The purpose of this study was to prepare a rating scale to be applied as an objective basis in the selection of business arithmetic textbooks. After the rating scale was developed, it was then applied to a number of recently published texts to demonstrate its use and practical value.

A Lie group assisted method is used to solve explicitly an arbitrary initial value problem for the Black-Scholes equation, This equation plays a crucial role in the mathematics of finance. It was first solved by its inventors for a special initial data. Our solution generalises the well-known Black-Scholes formula. / Andrew Chakane 2019

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Fonaments de la Matemàtica per al tractament de la Incertesa. Noves aportacions a l’estudi de les Equacions Borroses i de les Equacions Diferencials Borroses. Aplicacions de la Matemàtica de la Incertesa al comportament de models de la teoria econòmica.

The feasibility of capital projects in an uncertain world can be determined in several ways. One of these methods is real options valuation which arose from financial option valuation theory. On the other hand fuzzy set theory was developed as a mathematical framework to capture uncertainty in project management. The valuation of real options using fuzzy numbers represents an important refinement to determining capital projects' feasibility using the real options approach. The aim of this study is to determine whether the deferral of the decommissioning time (by a decade) of an electricity-generating nuclear plant in South Africa increases decommissioning costs. Using the fuzzy binomial approach, decommissioning costs increase when decommissioning is postponed by a decade whereas use of the fuzzy Black-Scholes approach yields the opposite result. A python code was developed to assist in the computation of fuzzy binomial trees required in our study and the results of the program are incorporated in this thesis. / KMBT_363 / Adobe Acrobat 9.54 Paper Capture Plug-in

The problem of this study was an analysis of an individual study instructional approach of teaching mathematical concepts as they relate to business needs. The purposes were as follow: (1) to identify mathematical competencies required by business firms; (2) to further validate CVAE materials; (3) to evaluate the achievement of vocational office education students using programmed materials to review business mathematics; and (4) to develop, present, and describe a teaching model for these applications.

The problem of this study was an analysis of results obtained by a computer-assisted instructional approach and a lecture-demonstration instructional approach of teaching mathematical concepts in the area of office machines at the community college level. The purposes of this study were as follows: (1) to determine which method, the lecture-demonstration or computer assisted instruction, will produce the better mathematical skill in office machines; (2) to determine the effectiveness of computer-assisted instruction as compared to the lecture demonstration approach on the student’s attitude toward office machines, as measured by the Purdue attitude scale; (3) to compare the correlation between attitude and achievement for the computer-assisted instruction group and the lecture-demonstration group; and (4) to compare the correlation between attitude and achievement for high-ability students and low-ability students, based on scores obtained from the Otis-Lennon Mental Ability Test. The findings in this study indicate that there were no significant differences in mathematical achievement, attitude scores, or the correlation between attitude and achievement between students in the computer-assisted group and students in the lecture-demonstration group. The following conclusions were formulated from an analysis of this study. 1. Based on the mathematical achievement scores and the statistical analysis presented in this study, it is concluded that there are no demonstrated differences between the computer-assisted instructional approach and the lecture demonstration approach for teaching applied mathematical concepts to business machines students. 2. Based on the attitude scores presented in this study, students in both groups appear to have a favorable attitude toward the business machines course. Attitude scores for students in the computer-assisted group were not significantly different from scores for students in the lecture-demonstration group. 3. The integration of business machines and applied mathematics, in addition to developing speed and accuracy on electronic calculators and adding machines, produces increased achievement in mathematics.