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ERN EDUCATOR: COURSES, CASES & TEACHING ABSTRACTS"It is 'Pulling a Rabbit Out of the Hat': Typical Diagonal Lemma 'Proofs' Beg the Question"
WAYNE U. WASSERMAN, Indpendent Scholar Textbook-level presentations often justify a godel first incompleteness theorem by deriving it from what has become a standard presentation and justification of the diagonal lemma. I believe these arguments beg the question. I show this by rehearsing a standard justification of the diagonal lemma and then repeating the justification with a simple predicate ('0 =y') that produces an obvious counterexample to the argument. When instantiated for that predicate, the right side of the diagonal lemma's biconditional is clearly false and obviously contradicts a theorem of arithmetic; hence the negation of the left side is derivable. I then diagnose the problem, which arises in cases where the diagonalization sentence is not just false but is inconsistent - its inconsistency arising because the predicate in the right side of the biconditional is primitive recursive. I offer three conclusions in the last section, one I have difficulty accepting but believe is forced upon us. "Do Stock-and-Flow Feedback Diagrams Promote Learning in Macroeconomics?"
I. DAVID WHEAT, University of Bergen This article describes the value added by a stock-and-flow feedback diagram to text-only instruction in macroeconomics. The experiment was motivated by a prior study in which the use of graphs to teach macroeconomics was no more effective than verbal instruction alone. Here, in contrast, students using the feedback diagram did show more improvement in post-test scores than those who received only narrative instruction.
IGNACIO VELEZ-PAREJA, Universidad Tecnologica de Bolivar School of Business This is a teaching material (slides) accompanying the book in Spanish Decisiones Empresariales bajo Riesgo e Incertidumbre (Managerial Decision Making under Risk and Uncertainty). It shows the general content of the book. In this material we show how to use financial and real options. We present examples for valuing options. "Quantifying the Advantage of Secondary Mathematics Study for Accounting and Finance Undergraduates"
JAMIE ALCOCK, University of Queensland Business School We examine the role that secondary Mathematics plays in the performance of students in introductory Business courses. Students who pass more advanced secondary Mathematics subjects perform significantly better in introductory Business courses. This 'Mathematics effect' is significantly stronger than the effect of other business related secondary subjects, such as Economics or Accounting. Our findings also confirm previous studies showing that secondary Accounting is beneficial for studying first year tertiary Accounting. Interestingly though, we find that studying secondary Economics can detract from a student's introductory tertiary results in some courses. Our findings have implications for educators and administrators as well as current secondary students. | |||||||||
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Solicitation of Abstracts
The ERN Educator is devoted to advancing the scholarship of teaching and learning economics through encouraging contributors to combine the latest ideas in economics with current ideas about teaching and learning, in a way that is made public, open to critique, and in a form on which others can build in a timely manner. Unlike refereed journals, this electronic journal will not subject submissions to review but will publish abstracts as works in progress with links to the working papers in the SSRN database. Eligible submissions could provide descriptions of innovative courses, case studies, student activities and other teaching materials and information related to the manner in which economics is taught or its teaching assessed at the post-secondary level. (Note: Suitable material submitted to the Journal of Economic Education (http://www.Indiana.edu/~econed) will be considered automatically for inclusion in ERN Educator, thus, giving potential JEE authors worldwide visibility for their work during the extensive JEE refereeing and editorial process.)
Distribution ServicesIf your Institution is interested in learning more about increasing readership for its research by becoming a Partner in Publishing or starting a Research Paper Series, please email: Management@SSRN.com. Distributed by:DirectorsERN SUBJECT MATTER JOURNALS MARTIN S. FELDSTEIN MICHAEL C. JENSEN Please contact us at the above addresses with your comments, questions or suggestions for ERN-Sub. Advisory BoardERN Educator: Courses, Cases & Teaching DANIEL S. HAMERMESH HIRSCHEL KASPER PETER E. KENNEDY ALAN B. KRUEGER KIM SOSIN MYRA H. STROBER WILLIAM WALSTAD MICHAEL W. WATTS
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