From math aversion to effective integration: Theoretical framework for building quantitative skills in Economics and Business students

Abstract

This study proposes a novel theoretical framework that systematically integrates the cognitive-affective factors evidenced in academic literature—math anxiety, math self-efficacy, math identity, and perceived mathematical utility—which enhance the development of quantitative skills (QS) in Economics and Business students. The proposed framework structures a progression based on four formative developmental stages: Identification, Recognition, Transfer, and Integration.

To facilitate practical application, a self-assessment tool characterizes and diagnoses each student's QS development level. Additionally, a set of instructional strategies based on existing literature supports the design of targeted didactic interventions, fostering resilience, confidence, and engagement with quantitative methods.

Both the theoretical framework and the self-assessment tool have been validated by an expert panel using the Modified Delphi Method. The panel of experts confirmed the clarity and coherence of the proposed model as a tool for diagnosing QS development and guiding effective instructional interventions.

Beyond its classroom application, this model serves as a foundation for curriculum design, offering a theoretical framework to support the structuring of pathways for the progressive development of quantitative skills throughout the academic journey. By addressing both cognitive and affective factors, this study contributes to an innovative approach that helps bridge the gap between theoretical research and practical implementation.