Calculus and the Teaching of Intermediate Microeconomics: Results from a Survey

Abstract

The undergraduate economics major requires students to learn economic theory and models implicit in study of theory through intermediate level. The role of quantitative preparation and content in economics curriculum, specifically role of calculus in teaching intermediate theory, has received some attention, yet remains unresolved. Siegfried et al. noted that the role of a calculus requirement in economics curriculum is ambiguous (1991, 204). This ambiguity is problematic, both for those charged with teaching course and those involved in curricular planning. A primary source of tension is level of mathematical sophistication required to pursue a graduate degree in economics and to read current professional literature. The challenge that this tension creates for those teaching in undergraduate programs is to choose a level of presentation that will allow interested students to pursue graduate study without excluding those not so inclined. Several recent studies examined specific aspects of quantitative coursework and economics curriculum. For example, von Allmen (1996) and Brasfield, Milkman, and McCoy (1992) studied influence of quantitative prerequisite preparation on performance in courses within major. Butler, Finegan, and