Economics And Electronic Spreadsheets: Interdisciplinary Economics In Education

Abstract

This paper discusses a model we developed for using the computer to help introductory students learn economics. Each semester that we teach introduction to macro or micro, students inevitably make statements such as, “I know the theory but I don’t understand the graphs”, or “I understand the problems when you work them in class but I cant do them on the exams”, or even “The problems you did in class were easy, but the problems on the test were hard”. Strober and Cook (1992) carefully documented these types of student responses by viewing videotapes of students discussing course material. The authors found that difficulties were rooted in students’ inability to understand basic concepts and then to apply those concepts to graphical or mathematical constructs. Students are able to accumulate information, but cannot use it. Fels (1990) relates the story of a student who knows that a higher price means a lower quantity demanded, but when asked whether an increase in the price of gasoline will lower quantity demanded, responds “no, because people have to use their cars to get to work and school” (p. 89). These examples illustrate the difficulty that students often have when they attempt to apply economic concepts.

The authors would like to thank the School of Business at Fairfield University for funding a portion of this project. We would also like to thank Prof. William Abbott, Assistant Professor of History, as well as a referee, for editorial assistance with the final draft. Any errors or omissions are, of course, ours.