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Teaching Economic Principles: Algebra, Graph or Both?

Author

Listed:
  • David Zetland
  • Carlo Russo
  • Navin Yavapolkul
Abstract
We find that student performance on questions posed in the standard heterogeneous combination of algebraic direct demand and graphic inverse demand is significantly worse than their performance on questions posed in homogeneous combinations. Since this performance deficit persists with advanced students, it seems that economists' canonical presentation of demand may hinder, rather than help, learning. We recommend that Principles students begin with the homogenous, direct combination of algebra and graph before turning to the standard direct-inverse combination. This modification would create benefits on the extensive margin — reducing attrition from confusion — and intensive margin — increasing comprehension for all students.

Suggested Citation

  • David Zetland & Carlo Russo & Navin Yavapolkul, 2010. "Teaching Economic Principles: Algebra, Graph or Both?," The American Economist, Sage Publications, vol. 55(1), pages 123-131, May.
    • Handle: RePEc:sae:amerec:v:55:y:2010:i:1:p:123-131
    DOI: 10.1177/056943451005500113
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    References listed on IDEAS

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    1. Elchanan Cohn & Sharon Cohn & Donald C. Balch & James Bradley, 2001. "Do Graphs Promote Learning in Principles of Economics?," The Journal of Economic Education, Taylor & Francis Journals, vol. 32(4), pages 299-310, January.
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    4. Kenneth G. Elzinga, 2001. "Fifteen Theses on Classroom Teaching," Southern Economic Journal, John Wiley & Sons, vol. 68(2), pages 249-257, October.
    5. Daniel S. Hamermesh, 2002. "Microeconomic Principles Teaching Tricks," American Economic Review, American Economic Association, vol. 92(2), pages 449-453, May.
    6. William E. Becker, 1997. "Teaching Economics to Undergraduates," Journal of Economic Literature, American Economic Association, vol. 35(3), pages 1347-1373, September.
    7. William E. Becker & Michael Watts, 2001. "Teaching Economics at the Start of the 21st Century: Still Chalk-and-Talk," American Economic Review, American Economic Association, vol. 91(2), pages 446-451, May.
    8. Charles L. Ballard & Marianne F. Johnson, 2004. "Basic Math Skills and Performance in an Introductory Economics Class," The Journal of Economic Education, Taylor & Francis Journals, vol. 35(1), pages 3-23, January.
    9. John D. Hey, 2005. "On My Web Site, I Teach Economics, Not Algebra and Calculus," The Journal of Economic Education, Taylor & Francis Journals, vol. 36(3), pages 305-305, July.
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    Cited by:

    1. Ibrahim Demir & Robert D. Tollison, 2015. "Graphs in Economics," Economics Bulletin, AccessEcon, vol. 35(3), pages 1834-1847.

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