Most of us who teach introductory economics at the college or university level find that many students who have taken economics in high school have much to unlearn and relearn when they take our courses. We also find that upper level students often struggle with economic reasoning despite being quite capable at doing mathematical or geometric solutions to set problems. A recent paper highlights these problems with a detailed look at the Advanced Placement economics courses in the US. From the abstract:
The present article discusses the beneficial effects of AP economics and suggests modifications that would improve the program as a tool of economic education. The modifications include more emphasis on economic reasoning relative to mechanics; the integration of property rights, entrepreneurship, and dynamic competition into the content; and correction of the imbalanced presentation of topics involving markets and government. With regard to the last point, “market failure” is a component of the courses, but there is no parallel treatment of “government failure.” AP economics courses attract many of our brightest high school students, and it is important that they be equipped with the tools of economic reasoning and an accurate view of the current state of scholarship in the field.
In other words, courses need to place more emphasis on The Economic Way of Thinking and less emphasis on line-pushing or numerical calculations.
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