Decision making in the shadow of mathematical education

Abstract

ABSTRACT There are several tools available to support management decisions. A significant proportion of them use quantified data to measure economic performance. To interpret these data, we need mathematical competencies, which we acquire during our studies, yet it is accompanied by a number of failures. Many people stick to the explanations of ‘I don’t have a math brain’ and don’t think deeper into the reason for the failure. What is happening, why is our relationship with mathematics changing after the first contact in early ages? This research used statistical analysis based on the data of an online questionnaire to identify the factors behind the mathematical performance. Based on the results presented, the initial relationship is strong and successful. Later, this relationship deteriorates, and the process can be closely correlated with the educational successes achieved. The analysis of the pattern, this has been the same for generations, it can be stated that it is inherited.