The Role of Mathematics in Teaching Undergraduate Economics: Students' Opinions and Recommendations

K. Belokrylov, M. Kivarina, Alexander Myasnikov and E. Ogurtsova
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K. Belokrylov: Southern Federal University, Rostov-on-Don, Russia
M. Kivarina: Yaroslav-the-Wise Novgorod State University, Novgorod, Russia
E. Ogurtsova: Saratov State University, Saratov, Russia

Journal of the New Economic Association, 2019, vol. 43, issue 3, 116-150

Abstract: Based on a survey of 622 students of different majors from 4 Russian universities, we check the validity of the opinion widely popular among Russian professors of economics, according to which the use of math in undergraduate economics courses should be kept to a minimum since students do not possess enough math skills and consider economics a non-quantitative field. Our analysis shows, however, that most students do not see economics as being non-quantitative, and just 6% of students do not find math knowledge to be important for studying economics. It should be noted that students' opinions on both measures do not depend in a statistically significant way on students' majors. More than half of the students included in the survey found math helpful for their study of economics. And again there was no statistical significance of majors in explaining this result; furthermore, students' knowledge of whether derivatives are used in economics was also found to be insignificant. Makes us believe that math is on average helpful even for lagging students. Building on our statistical results, we propose several recommendations aimed at increasing the quality of economics courses offered at Russian colleges and universities.

Keywords: teaching microeconomics; teaching macroeconomics; mathematization of economics (search for similar items in EconPapers)
JEL-codes: A22 C02 (search for similar items in EconPapers)
Date: 2019
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Persistent link: https://EconPapers.repec.org/RePEc:nea:journl:y:2019:i:43:p:116-150

DOI: 10.31737/2221-2264-2019-43-3-6

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