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Type A
|
Code |
Competences Specific | | | A5 |
Ser capaç de cercar, analitzar i interpretar informació quantitativa i qualitativa de caràcter econòmic, social i legal, rellevant per a la presa de decisions en el context financer. |
| | A8 |
Utilitzar les eines matemàtiques i estadístiques adequades per a l'anàlisi de les principals variables del sistema econòmic-financer. |
|
Type B
|
Code |
Competences Transversal | | | B2 |
Ability to solve complex problems effectively in the field ..... |
|
Type C
|
Code |
Competences Nuclear | | | C1 |
Intermediate proficiency of a foreign language, preferably English. |
| | C2 |
Advanced user knowledge of the information and communication technologies. |
| | C4 |
Correct oral and written expression in one of the two official languages of the URV. |
|
Type A
|
Code |
Learning outcomes |
| | A5 |
Analitza diferents aplicacions econòmiques i funcions de vàries variables.
Modelitza, resol i interpreta problemes d'optimització de funcions de vàries variables.
| | | A8 |
Analitza i classifica les formes quadràtiques mitjançant el càlcul matricial.
|
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Type B
|
Code |
Learning outcomes |
| | B2 |
Recull la informació significativa que necessita per resoldre els problemes en base a dades i no només opinions subjectives i segueix un mètode lògic d’ anàlisis de la informació
Troba la solució adequada
|
|
Type C
|
Code |
Learning outcomes |
| | C1 |
Understand instructions about classes or tasks assigned by the teaching staff.
Recollir en apunts part de la informació que s'imparteix en una classe
| | | C2 |
Utilitza programari per a comunicació on-line: eines interactives (web, moodle, blocs..), correu electrònic, fòrums, xat, vídeo-conferències, eines de treball col·laboratiu...
| | | C4 |
Produir un text escrit adequat a la situació comunicativa
|
| Topic |
Sub-topic |
| 1. Quadratic forms |
1.1 Quadratic forms
1.2 Classification of quadratic forms |
| 2. Functions of several variables |
2.1 Continuous functions
2.2 Partial derivatives
2.3 Partial elasticities |
| 3. Optimization without constraints |
3.1 Description of the problem
3.2 Optimality conditions |
| 4. Optimization with equality constraints |
4.1 Description of the problem
4.2 Optimality conditions
4.3 Sensibility analysis |
| 5. Optimization with inequality constraints |
5.1 Description of the problem
5.2 Graphic resolution
5.3 Linear programming: simplex algorithm
5.4 Sensibility analysis |
| 6. Sequences and series of real numbers |
6.1 Sequences of real numbers
6.2 Series of real numbers
6.3 Geometric series |
| Methodologies :: Tests |
| |
Competences |
(*) Class hours
|
Hours outside the classroom
|
(**) Total hours |
| Introductory activities |
|
1 |
0 |
1 |
| Lecture |
|
24 |
24 |
48 |
| Problem solving, classroom exercises |
|
25 |
25 |
50 |
| Problem solving, exercises |
|
0 |
25 |
25 |
| ICT practicals |
|
0 |
10 |
10 |
| Personal tuition |
|
4 |
0 |
4 |
| |
| Objective short-answer tests |
|
4 |
4 |
8 |
| Practical tests |
|
2 |
2 |
4 |
| |
(*) On e-learning, hours of virtual attendance of the teacher.
(**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies
| |
Description |
| Introductory activities |
Activities designed to make contact with students, collect information from them and introduce the subject. |
| Lecture |
Description of the contents of the subject. |
| Problem solving, classroom exercises |
Formulation, analysis, resolution and debate of a problem or exercise related to the topic of the subject. |
| Problem solving, exercises |
Formulation, analysis, resolution and debate of a problem or exercise related to the topic of the subject. |
| ICT practicals |
Practical application of the theory of a knowledge area in a particular context. Practical exercises using ICTs. |
|
Description |
|
Time that each teacher has to speak to pupils and resolve their doubts. |
|
Methodologies |
Competences
|
Description |
Weight |
|
|
|
|
| Objective short-answer tests |
|
4 brief exercises about particular issues. Each exercises weights 10%; from these 4 exercises, we considerate the 3 best scores. |
30% |
| Practical tests |
|
Final exam is about all the contents of the subject. |
70% |
| Others |
|
|
|
| |
|
Other comments and second exam session |
|
The 100% of second examination session is a final exam about all the contents of the subject. |
| Basic |
Alegre, P. et al, Ejercicios resueltos de matemáticas empresariales, Vol II, AC, 1991, Madrid
Barbolla, R. et al, Optimización. Cuestiones, ejercicios y aplicaciones a la economia, Prentice Hall, 2001, Madrid
Sydsaeter, K., Hammond, P.J., Mathematics for economic analysis, Prentice Hall, 1995,
Hoffmann, L.D., Bradley, G. L., Applied calculus: for business, economics and the social and life sciences, McGraw-Hill, 2007,
|
|
| Complementary |
Alejandre, F. et al., Problemes de matemàtiques per econòmiques i empresarials, Media 1995, Sant Cugat del Vallès
Ayres, F., Cálculo diferencial e integral, McGraw-Hill, 1991, Madrid
Hammond, P., Sydsaeter, K., Matemáticas para el análisis económico, Prentice Hall, 1996, Madrid
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| Subjects that it is recommended to have taken before |
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(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation. |
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