The Economics Network

Improving economics teaching and learning for over 20 years

Join INERME to stay in touch with the network and hear about future events.

INERME workshop: Mathematics in the transition to university

Online, Wednesday 16 October 2024, 12pm BST (GMT +1) / 1pm CET

Sign up for free through this link.

Programme

A Refresher Maths for Economics pre-sessional course at Warwick
Emil Kostadinov

  • (brief) motivation for developing a transition maths for economics course at Warwick.
  • brief overview of the resources.
  • discussion of the use of Numbas quizzes.

Transitioning to University: Teaching Statistics to Economics Students
Pascal Stiefenhofer

  • Technology Enhance Teaching
  • Shiny Apps, chatbots, Jupyter notebooks
  • Interactive Learning

Bridging the gap: A mathematics intervention to enhance inclusivity and success in university economics - The case of the University of Agder in Norway.
Ida Landgärds-Tarvoll

Sign up for free for this workshop through this link.

  • The issue of heterogeneous mathematics backgrounds among first-year economics students
  • Blended learning through formative assessment using NUMBAS
  • Math for math vs. math for economists

INERME workshop: Assessing mathematics in economics courses

Online, Wednesday 19 June, 12pm-1pm GMT / 1pm-2pm CET

This session addressed how we assess mathematics in economics courses. Presenters shared innovative ideas and insights on challenges and what works well for students’ learning.

Programme and materials

Case Study of STACK assessments in Maths for Economists (Slides PDF)

Lisa Feiste (University of Kassel) and Raphael Mueller (University of Paderborn)

  • Framework of the case study at two German universities
  • STACK performance and exam results
  • On motivation and incentives for voluntary STACK tasks

Computer-aided assessment at J-BJI (Slides PDF)

Robert Leek (University of Birmingham)

  • How computer-aided assessments (CAAs) are used at J-BJI (Jinan University - University of Birmingham Joint Institute)
  • Considerations for question and assessment design
  • Considerations for procurement and support of CAA systems

Tactical vs strategic maths skills (Slides .pptx)

Aleksandar Vasilev (Lincoln International Business School)

  • students' incentives - the majority want to get a high pass with minimum studying. Idea of: pass, forget, and move to the next module
  • exam time allows assessors to give short problems - straightforward application of formulae ("cramming")
  • things change in Y2 and Y3 - when theory is taught with maths, and students need a "deep understanding" of the symbols and procedures (using maths as engineers)