Effective teaching of economics: A constrained optimization problem?
Patrik T. Hultberg and
David Santandreu Calonge
The Journal of Economic Education, 2017, vol. 48, issue 4, 265-275
One of the fundamental tenets of economics is that decisions are often the result of optimization problems subject to resource constraints. Consumers optimize utility, subject to constraints imposed by prices and income. As economics faculty, instructors attempt to maximize student learning while being constrained by their own and students' limited resources. Some resources are familiar and might be under instructors' control, such as time, class size, and access to technology. Beyond their control is an often neglected resource: students' limited cognitive processing capacity. Ceteris paribus, how can instructors effectively manage the limited processing capacity of students' working memory in order to optimize long-term learning through effective instructional design?
References: View references in EconPapers View complete reference list from CitEc
Citations Track citations by RSS feed
Downloads: (external link)
Access to full text is restricted to subscribers.
This item may be available elsewhere in EconPapers: Search for items with the same title.
Export reference: BibTeX
RIS (EndNote, ProCite, RefMan)
Persistent link: https://EconPapers.repec.org/RePEc:taf:jeduce:v:48:y:2017:i:4:p:265-275
Ordering information: This journal article can be ordered from
Access Statistics for this article
The Journal of Economic Education is currently edited by William Walstad
More articles in The Journal of Economic Education from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().