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Check the schedules of the different groups to know the language of teaching classes. Although the material can be in any of the three languages.
CB1. That students have demonstrated knowledge and understanding in a field of study that is based on general secondary education, and is usually found at a level that, while supported by advanced textbooks, also includes some aspects. involving knowledge from the forefront of their field of study.
CB3. That students have the ability to gather and interpret relevant data (usually within their area of study) to make judgments that include reflection on relevant social, scientific, or ethical issues.
CB5. That students have developed those learning skills necessary to undertake further studies with a high degree of autonomy.
CE15. Gather and interpret meaningful data to make judgments that include reflection on relevant business issues and be able to prepare a document that allows for the transmission of information or an innovative business proposal.
CE3. Identify the qualitative and quantitative tools of analysis and diagnosis for market research.
CG1. Be able to work in a team, actively participate in tasks and negotiate in the face of dissenting opinions until reaching consensus positions, thus acquiring the ability to learn together with other team members and create new knowledge.
CT5. Develop tasks applying the knowledge acquired with flexibility and creativity and adapting them to new contexts and situations.
The subject of "Mathematics for Marketing" is conceived as an introductory subject of basic training for the student, as shown by its location in the first year. The course will work on the use of mathematical language and the acquisition of working methods that are especially suitable and useful to formalize business situations.
In particular, the subject develops the fundamental aspects of mathematical calculation in a variable (with optimization), in this sense, it is an instrumental subject that provides mathematical tools that are used, mainly in marketing contexts.
In addition it is necessary to emphasize, by the formative character of this subject, that the logical-deductive reasoning is promoted.
Master mathematical language as well as algebraic notation and manipulation in the context of univariate calculus.
Show basic knowledge about the real line, real functions, univariate calculus and the properties of basic families of real functions and optimization.
Be able to identify and interpret simple mathematical models applied to marketing.
MD1. Master classes: Expository class sessions based on the teacher's explanation attended by all students enrolled in the subject.
MD3. Presentations: Multimedia formats that support face-to-face classes.
|Guided learning||MD5. Seminars: Face-to-face format in small work groups (between 14 and 40). These are sessions linked to the face-to-face sessions of the subject that allow to offer a practical perspective of the subject and in which the participation of the student is key.|
MD4. Video capsules: Resource in video format, which includes contents or demonstrations of the thematic axes of the subjects. These capsules are integrated into the structure of the subject and serve students to review as many times as necessary the ideas or proposals that the teacher needs to highlight from their classes.
MD9. Exercise and problem solving: Non-contact activity dedicated to the resolution of practical exercises based on the data provided by the teacher.
MD11. Non-contact tutorials: for which the student will have telematic resources such as e-mail and ESCSET intranet resources.
In the face-to-face sessions with the whole group, theory sessions will be combined with exercise resolution sessions. The theoretical presentation will include examples that will help the student to solve exercises autonomously.
In the non-contact sessions the students will have to work theoretical-practical knowledge from audiovisual material, documents Online and the material of the face-to-face sessions. The results of this work will be evaluated from questionnaires using the platform moodle or/and with the delivery of projects carried out individually or in groups.
The classroom (physical or virtual) is a safe space, free of sexist, racist, homophobic, transphobic and discriminatory attitudes, whether towards students or teachers. We trust that together we can create a safe space where we can make mistakes and learn without having to suffer prejudice from others.
Block 0. Preliminaries.
Block 1. Real functions of a real variable.
Expressions of a function: explicit form and implicit form
Block 2. Differential calculus with functions of a variable.
In general the structure of the week is as follows:
|Classroom activities||Activities outside the classroom|
The final grade will be the weighted arithmetic mean of the grades of the assessment activities carried out in the quarter. To pass the course, the final grade must be greater than or equal to 5 points out of 10.
The continuous evaluation will take into account the following aspects with the weights indicated:
- Two exams (P i F): 70%.
- Delivery of exercises, evaluation activities and participation (A): 30%
Therefore the final note is obtained by applying the formula:
Note = 0,1 P + 0,6 F+0,3 A
On P (does not remove subject) is the note of the partial examination and F (greater than or equal to 4) is the grade for the final exam to be taken in the exam period, and A collects the participation note.
In the recovery period of the second term the student will be able to be examined of the end (F). The final grade is calculated using the same formula that applies in the continuous assessment.
The note of participation and delivery of exercises (A) and the partial P they are not recoverable in any case and no grade will be saved from one academic year to another.
Summary of evaluation percentages:
Participation in activities proposed in the classroom (P, assistance + seminars + forum)
Individual work (Tests)
Final exam (F)
HAEUSSLER, JR., ERNEST, F., RICHARS D. PAUL, RICHARD J. WOOD (2008): Mathematics for administration and economics. Ed Pearson.
STTAN (1998): Mathematics for administration and economics. International Thomson Publishers.
GARCÍA, P., NÚÑEZ, J., SEBASTIÁN, A. (2007): Initiation to the university mathematics. Ed. Thomson.
LÓPEZ, M. VEGAS, A. (1994): Basic course of mathematics for the economy and the direction of companies. Vol I and II. Ed Pyramid.
BITTINGER, MARVIN, L. (2002): Calculus for economic-administrative sciences. Seventh education. Ed Pearson.
LARSON, HOSTETLER, EDWARDS (2006): Calculus. Eighth edition. Mc Graw-Hill.