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Factors Influencing Performance in Economics: Graphs and Quantitative Usage

In: International Handbook on Teaching and Learning Economics

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  • Mary Ellen Benedict
  • John Hoag

Abstract

The International Handbook on Teaching and Learning Economics provides a comprehensive resource for instructors and researchers in economics, both new and experienced. This wide-ranging collection is designed to enhance student learning by helping economic educators learn more about course content, pedagogic techniques, and the scholarship of the teaching enterprise.

Suggested Citation

  • Mary Ellen Benedict & John Hoag, 2011. "Factors Influencing Performance in Economics: Graphs and Quantitative Usage," Chapters, in: Gail M. Hoyt & KimMarie McGoldrick (ed.), International Handbook on Teaching and Learning Economics, chapter 31, Edward Elgar Publishing.
    • Handle: RePEc:elg:eechap:13836_31
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    File URL: https://www.elgaronline.com/view/9781848449688.00050.xml
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    References listed on IDEAS

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    1. Gail M. Hoyt & KimMarie McGoldrick (ed.), 2011. "International Handbook on Teaching and Learning Economics," Books, Edward Elgar Publishing, number 13836.
    2. Elchanan Cohn & Sharon Cohn & Donald C. Balch & James Bradley Jr., 2004. "The Relation between Student Attitudes toward Graphs and Performance in Economics," The American Economist, Sage Publications, vol. 48(2), pages 41-52, October.
    3. 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.
    4. Peter W. Schuhmann & KimMarie McGoldrick & Robert T. Burrus, 2005. "Student Quantitative Literacy: Importance, Measurement, and Correlation with Economic Literacy," The American Economist, Sage Publications, vol. 49(1), pages 49-65, March.
    5. J. S. Butler & T. Aldrich Finegan & John J. Siegfried, 1998. "Does more calculus improve student learning in intermediate micro- and macroeconomic theory?," Journal of Applied Econometrics, John Wiley & Sons, Ltd., vol. 13(2), pages 185-202.
    6. Moggridge, D E, 1992. "The," Journal of Economic Perspectives, American Economic Association, vol. 6(3), pages 207-209, Summer.
    7. Michael Watts & William E. Becker, 2008. "A Little More than Chalk and Talk: Results from a Third National Survey of Teaching Methods in Undergraduate Economics Courses," The Journal of Economic Education, Taylor & Francis Journals, vol. 39(3), pages 273-286, July.
    8. Cynthia D. Hill & Tesa Stegner, 2003. "Which Students Benefit from Graphs in a Principles of Economics Class?," The American Economist, Sage Publications, vol. 47(2), pages 69-77, October.
    9. 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.
    10. Cohn, Elchanan & Cohn, Sharon, 1994. "Graphs and Learning in Principles of Economics," American Economic Review, American Economic Association, vol. 84(2), pages 197-200, May.
    11. Peter von Allmen & George Brower, 1998. "Calculus and the Teaching of Intermediate Microeconomics: Results from a Survey," The Journal of Economic Education, Taylor & Francis Journals, vol. 29(3), pages 277-284, September.
    12. Siegfried, John J, et al, 1996. "Teaching Tools: How Is Introductory Economics Taught in America?," Economic Inquiry, Western Economic Association International, vol. 34(1), pages 182-192, January.
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    Cited by:

    1. Tomasz Kopczewski, 2015. "Think not calculate! Implementation of Felix Klein postulates in economic education with CAS software," Working Papers 2015-38, Faculty of Economic Sciences, University of Warsaw.

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