Teaching Mathematics for Economists
Fuente:
arXiv
Saved in:
| Main Author: | |
|---|---|
| Format: | Preprint |
| Published: |
2025
|
| Subjects: | |
| Online Access: | |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1866910973179199488 |
|---|---|
| author | Hillebrand, Eric |
| author_facet | Hillebrand, Eric |
| contents | In this chapter, I discuss teaching mathematical tools specifically tailored for economics students. A typical one-semester course in this area seeks to blend a range of topics: from foundational elements of subjects such as linear algebra and multivariate calculus to intermediate areas like real and convex analysis and further into advanced topics such as dynamic optimization in both continuous and discrete time. This breadth of coverage corresponds to material usually spread across multiple years in traditional mathematics programs. Given the comprehensive nature of these courses, careful selection of topics is essential, balancing numerous trade-offs. I discuss potential course sequences and instructional design choices. I then focus on conceptualizing and explaining mathematical modeling in economics. I reflect on three years of teaching an advanced undergraduate course in mathematical methods online. The latter part of the chapter offers examples and visualizations I have found particularly beneficial for imparting intuition to economics students. They cover a range of topics at different degrees of difficulty and are meant as a resource for instructors in Mathematics for Economists. Among these, I use the Ramsey model as a recurring example, especially relevant when designing a mathematical tools course with an orientation towards preparing students for macroeconomic analysis. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2505_22671 |
| institution | arXiv |
| publishDate | 2025 |
| record_format | arxiv |
| spellingShingle | Teaching Mathematics for Economists Hillebrand, Eric History and Overview In this chapter, I discuss teaching mathematical tools specifically tailored for economics students. A typical one-semester course in this area seeks to blend a range of topics: from foundational elements of subjects such as linear algebra and multivariate calculus to intermediate areas like real and convex analysis and further into advanced topics such as dynamic optimization in both continuous and discrete time. This breadth of coverage corresponds to material usually spread across multiple years in traditional mathematics programs. Given the comprehensive nature of these courses, careful selection of topics is essential, balancing numerous trade-offs. I discuss potential course sequences and instructional design choices. I then focus on conceptualizing and explaining mathematical modeling in economics. I reflect on three years of teaching an advanced undergraduate course in mathematical methods online. The latter part of the chapter offers examples and visualizations I have found particularly beneficial for imparting intuition to economics students. They cover a range of topics at different degrees of difficulty and are meant as a resource for instructors in Mathematics for Economists. Among these, I use the Ramsey model as a recurring example, especially relevant when designing a mathematical tools course with an orientation towards preparing students for macroeconomic analysis. |
| title | Teaching Mathematics for Economists |
| topic | History and Overview |
| url | https://arxiv.org/abs/2505.22671 |