Date: Wednesday 10 June, 15:00–16:00 BST (UK time)
Where: Online via Zoom (joining link will be circulated to those registered nearer the time)
Heterogeneity in Undergraduate Mathematics Skills: Supporting Transition in Economics Education
This online INERME seminar explores approaches to supporting students with diverse mathematical backgrounds in economics education, focusing on transition, scaffolding, quantitative confidence, and practical strategies to enhance student success.
Register here to attend (free)
Speakers/Abstracts:
Irene Foster (The George Washington University)
Bridging the Math Gap in Introductory Economics: Supporting Underprepared Students for Success
In the United States, introductory economics courses typically require knowledge of basic mathematics at the Algebra II level, with no formal calculus prerequisite. Nevertheless, many students enter university lacking proficiency in the foundational quantitative skills necessary for success in economics. Data collected over a 14-year period at the George Washington University show that approximately 15–20% of students struggle with arithmetic, algebra, geometry and graphing. This presentation discusses options for courses designed to provide remediation for such students. Specifically, we discuss the importance of placement testing, describe the specific areas of weakness in basic math and suggest some instructional strategies, classroom activities, and skill-building interventions that may strengthen students’ preparedness for economics and their confidence in their own abilities. We will also report results from our research on how students subsequently perform in the introductory economics class.
Lory Barile (University of Warwick)
‘Effective strategies’ for teaching mathematics in economics: testing prior knowledge, scaffolding and practical applications
Recent literature highlights growing challenges faced by students transitioning from secondary to tertiary education, particularly in learning mathematics for economics. This presentation explores how pedagogical strategies, such as scaffolding complex concepts, providing step-by-step guidance, and linking mathematical tools to economic applications, can help to address these challenges. It also considers the role of assessing prior knowledge and using practical tools, such as Excel, to support learning. These approaches aim to address issues related to student heterogeneity, the abstract nature of mathematics, and mismatches between expected and actual mathematical demands, ultimately improving student engagement and success in undergraduate economics courses.
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