Russian Faculty’s Attitudes Toward Using Math in Economics Courses

Abstract

Opinions of Russian economics professors are highly polarized as to how much mathematics should be used in teaching undergraduate economics. A number of faculty members believe that the use of math should be kept to an absolute minimum, with perhaps only the most basic plots and equations being included in the syllabus. In our study based on a survey of 160 Russian faculty members teaching economics, we analyze the factors behind faculty’s beliefs about the adequacy of students’ math skills and whether more or less math should be used in introductory economics courses. Our findings show that most economics professors in Russia consider their students’ math skills to be insufficient, for various reasons, while agreeing that math helps learners to get a better grasp of certain aspects of economics. Meanwhile, they find the existing amount of math in introductory economics courses optimal. It appears that professors’ views are significantly affected by their own perceptions of the role of mathematics in economics. In addition, there are some differences in opinions on a number of issues between professors in Moscow versus other regions of Russia.

Keywords

• higher education
• teaching economics
• mathematical methods
• mathematization of economics
• mathematical skills in undergraduate students