摘要：In this paper, we describe first steps toward focusing on quantitative reasoning in an intermediate microeconomic theory course. We find student attitudes toward quantitative aspects of economics improve over the duration of the course (as we would hope). Perhaps more importantly, student attitude toward quantitative reasoning improves, in general. This result suggests that economics courses should be considered for inclusion as part of any effort to incorporate quantitative reasoning across the curriculum.
其他摘要：In this paper, we describe first steps toward focusing on quantitative reasoning in an intermediate microeconomic theory course. We find student attitudes toward quantitative aspects of economics improve over the duration of the course (as we would hope). Perhaps more importantly, student attitude toward quantitative reasoning improves, in general. This result suggests that economics courses should be considered for inclusion as part of any effort to incorporate quantitative reasoning across the curriculum.
