Author(s)

ShaoPing Chen

Affiliation(s)

School of Statistics and Data Science, Jiangxi University of Finance and Economics, Nanchang 330013, Jiangxi, China.

Corresponding Author

ShaoPing Chen

ABSTRACT

This paper examines the implementation of Microsoft Excel as a pedagogical tool in financial mathematics education. Through systematic analysis of recent pedagogical research and case studies, we demonstrate Excel's efficacy in enhancing student comprehension of complex financial concepts, facilitating practical skill development, and bridging theoretical knowledge with applied competencies. The research investigates Excel applications across core financial mathematics domains, including regression analysis, portfolio optimization, statistical analysis, linear algebra applications, and time value of money calculations. Additionally, we analyze four complementary teaching frameworks—flipped classroom models, case-based teaching, experimental platforms, and blended learning approaches—that effectively integrate Excel into financial mathematics curricula. Educational outcomes assessment reveals significant improvements in both quantitative performance metrics and qualitative skill development, particularly in computational thinking, visual-analytical skills, and professional judgment. Despite implementation challenges related to technical limitations, pedagogical complexities, and faculty development requirements, strategic approaches can effectively mitigate these constraints while maximizing educational benefits. This research contributes to the discourse on digital transformation in specialized mathematics education and offers evidence-based recommendations for curriculum enhancement in financial mathematics programs.

KEYWORDS

Financial mathematics education; Excel applications; Digital pedagogy; Financial modeling; Quantitative finance education; Educational technology

CITE THIS PAPER

ShaoPing Chen. Excel in financial mathematics teaching: innovative applications and practical value. World Journal of Sport Research. 2024, 2(1): 12-22. DOI: https://doi.org/10.61784/wjsr3009.

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