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Keywords: mathematical reasoning in service courses, independent non-collaborative thinking, mathematics commons in consulting, placement in business mathematics, school accreditation in language, mathematical reasoning analysis, ethical reasoning skills, mathematics development strategy, mathematical modeling problems, real world problems, large scale perspectives, statistical data analysis, higher order thinking, problem solving skills, business mathematics research, business mathematics curriculum, problem-solving abilities, interaction in mathematics, practice in contradiction, understanding in mathematics, school in expression, strategy in organization, communication in mathematics, rules of authority, mathematics commons, quantitative literacy, communications abilities, analytic skills, management science, language abilities, immanent contradiction, accreditation standards, curriculum offering, partner disciplines, educational objectives, learning activities, assessment processes, moral stages, psychological states, reflective thinking, realistic context, moral diversity, mathematics meaning, mathematical systems, educational proxies, gendered identities, female mathematics, classroom structure, business courses, mathematics faculty, screening game, mathematical thinking, thinking skills, thinking distortion, futures contracts, discalculia, metacognition, abstraction, simplification, quantification, variability, noise, unconscious, discourse, modeling, Stanford University, Association for the Advancement of Collegiate Schools of Business (AACSB), Mathematical Association of America (MAA)

Palavras-chave: avaliação em programas educacionais, cenários em educação

Brazil: Brazil in business education, Brazil in commons, cidadania no Brasil

Green, Kris H., and Allen Emerson. "Mathematical reasoning in service courses: Why students need mathematical modeling problems." The Mathematics Enthusiast 7.1 (2010): 113-140. Available from < http://scholarworks.umt.edu/cgi/viewcontent.cgi?article=1178&context=tme >. access on 27 May 2016.

Kohlberg's stages of moral development. Chapter Seven. W.C. Crain. (1985). Theories of Development. Prentice-Hall. pp. 118-136. Available from < http://faculty.plts.edu/gpence/html/kohlberg.htm >. access on 29 December 2013.

LEE, Gyoungho; BAO, Lei. Context Map: A method to represent the interactions between students’ learning and multiple context factors. *Dept. of Physics, The Ohio State University*. Disponível em < http://www.physics.ohio-state.edu/~lbao/archive/proceedings/PERC_Lee_Bao_2002.pdf >. access on 20 May 2014.

Proxy: the authority to represent someone else, especially in voting; a figure that can be used to represent the value of something in a calculation. Available from < https://translate.google.com.br/?hl=pt-BR#en/pt/proxy >. access on 3 June 2016.

Schwartz, Wendy, and Katherine Hanson. "Equal mathematics education for female students." PUB DATE CONTRACT (1993): 70. Available from < http://files.eric.ed.gov/fulltext/ED363932.pdf#page=70 >. access on 3 June 2016.

-- GregorioIvanoff - 27 May 2016

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