Abstract
The profession of economics has been profoundly altered by the introduction of technology, perhaps to an extent greater than any other social science, due in part to the role that mathematics and statistics play in the discipline. The use of statistical models and simulations has transformed not only the work of economists; it has changed economics curricula and teaching methods at colleges and universities. These changes are making their way into the pre-college economics curriculum as well. A case is made for a different kind of economics instruction for pre-college economics teachers, including the content to be addressed and the technology to be applied.
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