Accounting students perform a variety of calculations in accounting courses, making mathematics integral to the successful study of accounting. The purpose of the study was to determine pre-service accounting teachers’ perceptions of the usefulness of mathematics in Bachelor of Education Accounting courses at the higher education institution This study included a convenience sample of 255 pre-service accounting teachers from the University of KwaZulu-Natal in South Africa, and a purposive sample of 18 students was drawn. Data collection was through Fennema-Sherman Mathematics Attitude (F-SMAS), Usefulness of Mathematics Scale and an interview schedule designed by the researcher. A sequential explanatory design and sampling were employed. Data were analysed using SPSS for quantitative data and were transcribed and analysed qualitatively for interviews. A significant difference was found between Mathematics and Mathematical Literacy students on the usefulness of mathematics (p<0.05). Integrating accounting and mathematics methods modules in an accounting method class will equip students with a repertoire of problemsolving skills and mathematical ways of thinking.

Author(s) Details

 Professor Msizi Mkhize
University of KwaZulu-Natal, South Africa.

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