Teaching Economic Principles: Algebra, Graph or Both?
American Economist, Vol. 55, No. 1, pp. 123-131
17 Pages Posted: 10 Aug 2008 Last revised: 28 May 2010
There are 2 versions of this paper
Teaching Economic Principles: Algebra, Graph or Both?
Date Written: September 17, 2008
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.
Keywords: teaching methodology, inverse demand, graphs, algebra
JEL Classification: A22, B1
Suggested Citation: Suggested Citation