Reclaiming math for economists: a pedagogical approach to overcoming a persistent barrier to pluralism in economics

Panayotis Giannakouros and Lihua Chen

International Journal of Pluralism and Economics Education, 2012, vol. 3, issue 2, 118-143

Abstract: This paper presents ideas for a course in the undergraduate economics curriculum designed to de-mystify mathematics and empower students to respond creatively and ethically when they encounter situations that involve mathematics. We build on the strengths of courses that already exist in many departments of mathematics under titles such as 'Math for the Liberal Arts'. The unpretentious yet comprehensive presentation in texts for those courses, combined with flexible course goals and design provide an effective paradigm for engaging mathematics. We report our experiences in teaching such a course, involving key features of drawing insights from the Moore method to develop mathematical self assurance; using free software to introduce computational thinking; and using history and biography to explore the role of values and ethics.

Keywords: mathematics for economists; teaching and learning scholarship; pedagogy; liberal arts; Moore method; John Dewey; economics education; pluralism; GNU Emacs; free software; computational thinking; institutionalist economics; financial crisis; Statlive; values; ethics; course design. (search for similar items in EconPapers)
Date: 2012
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Persistent link: https://EconPapers.repec.org/RePEc:ids:ijplur:v:3:y:2012:i:2:p:118-143

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