Part I of this paper described the development of a new Freshman Business Mathematics (FBM) course at our college. In this second part of the paper, we discuss our assessment tool, the business memo, as a venue for students to apply mathematical skills, via mathematical modeling, to realistic business problems. These memos have proven a crucial step in turning our FBM course around from a dreaded course with little connection to students’ intended careers into a course where students experience the power of mathematics for solving problems and informing decisions. Comments from students in the course throughout its six-year history clearly point to the course’s value and importance.
Green, K. and Emerson, W. A. (2008). Reorganizing freshman business mathematics II: Authentic assessment in mathematics through professional memos. [Electronic version]. Retrieved [insert date], from Fisher Digital Publications: http://fisherpub.sjfc.edu/math_facpub/6/