University lecturers’ perceptions of core themes of mathematics education in economics

Thai Van Anh Thi () and Thang Chien Nguyen ()

International Journal of Education and Practice, 2025, vol. 13, issue 4, 1546-1563

Abstract: This study aims to propose a set of core themes for mathematics education in economics to enhance the effectiveness of mathematics instruction for economics students and to explore university lecturers’ perceptions of these themes. To address these aims, a two-phase mixed-methods design was employed: first, a systematic review of 23 peer-reviewed studies examining student performance, pedagogical strategies, and curriculum development in mathematics education for economics was conducted; second, a survey of 22 mathematics lecturers from Vietnamese universities and colleges gathered practitioner insights. Survey responses provided empirical perspectives on current teaching practices, identified common constraints such as time pressures and resource limitations and confirmed the practical relevance of the proposed themes. The findings underscore an urgent need for comprehensive reforms in both curriculum and pedagogy to better align mathematics instruction with real-world economic applications and contemporary challenges; in particular, they highlight the importance of addressing students’ foundational learning difficulties, fostering higher-order thinking skills, leveraging diverse instructional methods and digital tools, and integrating interdisciplinary approaches that reflect economic contexts. These insights have practical implications for curriculum designers and educators, suggesting targeted strategies for program development, enhanced teacher training, and purposeful technology integration to strengthen students’ mathematical competence and research capabilities in response to the evolving demands of modern economies.

Keywords: Economics students; Effective teaching of mathematics; Mathematics in economics; University lecturers. (search for similar items in EconPapers)
Date: 2025
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