Summary
Contents
Subject index
This exciting collection is both useful and timely. It clearly lays out the problems, strategies and resources associated with the teaching of quantitative methods in modern universities.
Addressing the perceived ‘crisis of number’ in a practical and fresh way the book sets out dynamic new approaches to teaching quantitative methods. It offers historical, comparative, analytical reflection and empirical evidence concerning the crisis in contemporary social sciences.
Experts from across the social sciences provide a wide range of authoritative insights as well as a number of useful illustrations of strategies and resources designed to help overcome this ‘crisis of number’. Each chapter reflects the diversity of backgrounds and approaches within the social sciences making this an interdisciplinary, relevant addition to the subject.
The book also:
- focuses on innovations in how to teach quantitative research methods
- reports on the latest ESRC research projects on teaching quantitative methods
- locates itself within current debates about skills for employment.
Clear, engaging and original this book will be essential reading for those interested in learning and teaching quantitative methods.
Mathematics for Economics: Enhancing Teaching and Learning
Mathematics for Economics: Enhancing Teaching and Learning
The development and delivery of resources in the METAL project (Mathematics for Economics: enhancing Teaching And Learning; http://www.ntu.ac.uk/METAL/index.html) originated from a specific academic need encountered by lecturers in economics and related disciplines. Although universities vary in the emphasis they place on mathematical content in their economics degrees, almost all economics programmes expect students to study maths and statistics in their first year. However, since 1990, it has been increasingly the case that, in any given cohort of first year economics students, maths skills will vary widely and lecturers are no longer able to expect all students to have comparable depth of mathematical ability, or indeed confidence in their ...
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