Stuck Behind the Math: Just How Helpful Can One Expect Technology to be in the Economics Classroom?

Raymond, Frank; Raymond, Anne M.; McCrickard, Myra J.

doi:10.1016/s1477-3880(15)30094-3

Cited by 4 publications

(1 citation statement)

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“…Various contributions have focused on the content of economics (Ormerod, 2003), perhaps that it is over-mathematised (Eschenbach, 1999;Hartman, 1999). One response to these problems is to focus research resources on the more effective teaching of mathematics in economics (Raymond et al 2008) so that students do not perceive the subject as being too difficult. Other literature assumes that students found the subject unattractive and/or difficult because of flawed teaching methods and that any problem could be corrected by better teaching (Becker, 1997) and/or technological innovations.…”

Section: Introductionmentioning

confidence: 99%

Students’ perceptions of economics: identifying demand for further study

Webber¹,

Mearman²

2012

Applied Economics

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Most university departments aspire to increase their quantity of students. The objective of this empirical study is to ascertain whether it is possible to identify students who would demand more economics study. Using data on student perceptions of economics and the application of logistic regression, K-means clustering, ANOVA and Tukey's HSD statistical techniques we reveal distinct clusters of students, including a small cluster of students who appear to be more open to further study. Acknowledgements:The authors thank the Economics Network for funding the collection of the data and providing access to Bristol Online Surveys. The authors also thank Tim Wakeley's contribution to designing the questionnaire, and Gail Pacheco and Peter Howells for comments on earlier drafts. All errors are the authors' responsibility.

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Section: Introductionmentioning

confidence: 99%

Students’ perceptions of economics: identifying demand for further study

Webber¹,

Mearman²

2012

Applied Economics

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Improving student comprehension through interactive model visualization

Halliday,

Makler,

McKee

et al. 2024

International Review of Economics Education

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Teaching mathematics for economists: partial results of the implementation of a study and research path

Benítez,

Parra

2024

Teaching Mathematics and Its Applications: An International Journal of the IMA

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This work emerges from the problem of the monumentalisation of knowledge. This didactic phenomenon, introduced in the anthropological approach to the didactic of mathematics, describes the school study of mathematics from an analogy with a visit to a museum. Mathematics is studied as if it were a work of art that is only available for veneration and has no other use than to be exhibited. This phenomenon is more acute in careers where mathematics takes on more of an instrumental role, as in the case of the training of economists. The aim of this article is to present the partial results of the implementation of a type of mathematics teaching known as research and study paths (RSP), carried out in the first year of a university in Argentina. This type of teaching is proposed to address the phenomenon of monumentalisation. The implementation of the RSP was carried out during the first 4-month period of 2021 (16 weeks), with a group of 35 students from a Mathematical Analysis course. This course is common in the training of professionals in Economics: Public Accountants, Business Administration graduates and Economics graduates. The SRP links Economics and Mathematics and its generating question is Q0: How much benefit do producers and consumers receive from a competitive market? The results obtained so far are promising, in terms of the generating power of the question and the concreteness of the study of mathematics in a co-disciplinary way to Economics. The group of students achieved relative autonomy in the use of mathematics, not only to solve problems but also to generate economic models, communicate and defend the results of their productions.

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Stuck Behind the Math: Just How Helpful Can One Expect Technology to be in the Economics Classroom?

Cited by 4 publications

References 24 publications

Students’ perceptions of economics: identifying demand for further study

Students’ perceptions of economics: identifying demand for further study

Improving student comprehension through interactive model visualization

Teaching mathematics for economists: partial results of the implementation of a study and research path

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