Abstract This article presents information on the report of the Committee on the Measurement Content of the Accounting Curriculum. The report has four major sections. The first section explores the objectives underlying the utilization of quantitative methods. The second section of the report describes the characteristics of some commonly used mathematical models. The third section suggests an approach to the inclusion of quantitative methods in accounting courses. The fourth section presents some sample problems and solutions that stress the role of mathematics in accounting contexts. The recent literature of accounting is dominated by the central theme that accounting exists to service economic decision making processes. Accounting is viewed as a process for generating and communicating economic information to decision makers. This view leads to at least two important, and to some degree, separable requirements for the output of an accounting system. First, accounting analyses and reports should constitute a description, potentially even an explanation, of the economic activity and phenomena about which they are made. Second, regarding the economic activity under analysis, the selection of specific attributes and the accounting method utilized in their measurement, analysis, and communication should result in data that are relevant to the decision process.
A Sat, study studied this question.