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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.




This is a pre-copy-editing, author-produced PDF of an article accepted for publication in Teaching Mathematics and its Applications following peer review. The definitive publisher-authenticated version Green, K. and Emerson, W. Allen. (2008), Reorganizing freshman business mathematics II: authentic assessment in mathematics through professional memos. Teaching Mathematics and its Applications, 27(2): 66-80. doi: 10.1093/teamat/hrn002 is available online at:

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