University teaching of econometrics a personal view

Sowey, Eric

doi:10.1080/07311768308800046

Cited by 13 publications

(8 citation statements)

References 17 publications

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“…-general problems, modifications to the econometric curriculum or the design of an academic program in econometrics (undergraduate and graduate levels). For example, article E. Sowey [14] devoted to blended education in economics and econometrics. One can note the following researchers in this topic: J. Angrist, J. Arkes, D. Hendry, A. Kassens, G. Mizon, J.-S. Pischke [1,2,6,9].…”

Section: Theoretical Backgroundmentioning

confidence: 99%

On Some Aspects of the Examination in Econometrics

Serbenyuk

2021

jpnu

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Teaching econometrics has been studied by a number of researchers, however, there is little information available on the quality of examination and on simplification of tests for demonstration the high-quality knowledge by students in concrete topics of econometrics or mathematical economics.One can note the following main goals of studying the basics of mathematical economics or econometrics by students: forming the notions of mathematical model and of modeling economic processes and phenomena; understanding a role of using mathematical models for economics research and obtaining scientific results; formatting skills for constructing mathematical models in economics, for solving economics problems by mathematical modeling.The main goal of this paper is to simplify test tasks, is to help to students to demonstrate the high-quality knowledge in certain areas of mathematical economics, and also is to construct a system of testing tasks, in which the emphasis was placed on the knowledge and understanding of an algorithm of solving the problem.In the present paper, to quality examine the student knowledge in the basics of mathematical economics, a certain system of tests was constructed and is considered. The main attention is also given to algorithms and techniques of solving some tasks (problems) of mathematical economics. The following topics of mathematical economics are viewed: constructing mathematical models of linear programming, the input-output model, the Monge-Kantorovich transportation problem, the simplex method of linear programming, the graphic method of linear and nonlinear programming, the method of Lagrange multipliers in mathematical optimization. Some primary basic results of studying linear programming, nonlinear programming, and the input-output model are noted.A new system of tests that satisfies the aim of this paper is modeled. The described tests require less time for solving than usual tasks. Here we do not focus on the repetition of auxiliary mathematical knowledge and arithmetic skills. These tests are simplified versions of standard tasks and help students to demonstrate knowledge in the mentioned topics of mathematical economics. The tasks are focused only on the knowledge of basic formulas, techniques, and connections between mathematical objects, economic systems, and their elements.

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Section: Theoretical Backgroundmentioning

confidence: 99%

On Some Aspects of the Examination in Econometrics

Serbenyuk

2021

jpnu

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“…Esse processo inicia-se na primeira metade do século XX e reflete, principalmente, as importantes contribuições de Ronald Fisher. Assim, em termos curriculares, a Estatística Moderna insere-se sob a forma de três grandes blocos de conteúdo, nem sempre tratados conceitos estatísticos relacionados com a Análise de Regressão, as quais já vêm sendo relatadas, internacionalmente, há muito tempo (SOWEY, 1983;KENNEDY,1998a;KENNEDY, 1998b;BECKER e GREENE, 2001;CRAFT, 2003;BEKKERMAN, 2015;ANGRIST e PISCHKE, 2017;KASSEN, 2019;ARKES, 2020).…”

Section: Introductionunclassified

Letramento Estatístico: O Que Sabem Os Estudantes Brasileiros De Economia Sobre Análise De Regressão

Maciel¹,

Guimarães²

2022

EMR-RS

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Nos cursos de Economia o conteúdo da Análise de Regressão possui grande relevância, sendo, inclusive, tratado em uma disciplina específica denominada Econometria. No entanto, desde os anos de 1980, são relatadas, internacionalmente, dificuldades de aprendizagem nesse conteúdo. Esta pesquisa buscou analisar o que sabem os estudantes brasileiros de Economia sobre Análise de Regressão, sob a perspectiva do modelo de Letramento Estatístico. Para isso, aqui foi analisada uma questão apresentada no principal instrumento nacional de acompanhamento da aprendizagem superior: o ENADE. Constatou-se a exigência de múltiplas habilidades, as quais foram ao encontro do modelo de Letramento Estatístico adotado. Porém, observou-se que menos da metade dos participantes (43,75%) obtiveram êxito na questão. Isso mostra a necessidade urgente de mudanças no processo de ensino, dotando o economista brasileiro com as habilidades estatísticas necessárias para o trabalho empírico com os dados, uma de suas principais demandas profissionais

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“…Within economics courses, the strong presence of regression analysis content in the curricula is indisputable. Yet, for a long time, studies have reported students' learning gaps in statistics (Angrist & Pischke, 2017;Arkes, 2020;Becker & Greene, 2001;Bekkerman, 2015;Kennedy, 1998;Sowey, 1983).…”

Section: Introductionmentioning

confidence: 99%

Statistical Literacy on Regression Analysis in Brazilian Economics Courses: How Are Things Going?

Maciel¹,

Guimarães²

2022

Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference

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This research aims to analyze what Brazilian economics students know about regression analysis, based on the different types of knowledge/skills in statistical literacy proposed by Gal (2002). For this, we used one question of the main assessment instrument of Brazilian higher education: the National Exam for the Assessment of Student Performance. Skills using formulas and statistical algorithms were not the most important knowledge required to answer the question. Students needed to express an opinion using only results from hypothesis tests; students did not have requisite information to conduct the tests themselves. Given the low percentage of correct answers on this question, we hypothesize that the statistical literacy perspective has not been developed within the scope of Brazilian economics courses.

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University teaching of econometrics a personal view

Cited by 13 publications

References 17 publications

On Some Aspects of the Examination in Econometrics

On Some Aspects of the Examination in Econometrics

Letramento Estatístico: O Que Sabem Os Estudantes Brasileiros De Economia Sobre Análise De Regressão

Statistical Literacy on Regression Analysis in Brazilian Economics Courses: How Are Things Going?

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