An Analysis of Mathematics Requirements and Recommendations for Admission to PhD Programs in Economics

2017 ◽  
Vol 63 (1) ◽  
pp. 110-114
Author(s):  
Martin Milkman ◽  
Riza Marjadi
Keyword(s):  
United States ◽  
Research Council ◽  
Academic Research ◽  
National Research Council ◽  
The United States ◽  
Prospective Students ◽  
Research Activity ◽  
Mathematics Courses ◽  
Phd Programs ◽  
Jel Classifications

This article presents an analysis of the mathematics course requirements and recommendations for prospective students seeking entry into economics PhD programs in the United States. We find that applicants must complete seven mathematics courses to safely assume that they have enough math credits for admission to most programs. Using National Research Council (NRC) rankings of economics departments according to the level of research activity, we find no strong evidence that the mathematics courses required and recommended are dependent upon the level of academic research conducted by the faculty in the respective PhD programs. JEL Classifications: A22, A23

Undergraduate Mathematics Courses Required and Recommended for Admission to Economics PhD Programs in the United States

2016 ◽  
Vol 62 (1) ◽  
pp. 118-125 ◽  
Author(s):  
Martin Milkman ◽  
Riza Marjadi
Keyword(s):  
United States ◽  
Program Directors ◽  
The United States ◽  
Undergraduate Mathematics ◽  
Mathematics Courses ◽  
Undergraduate Level ◽  
Admissions Criteria ◽  
Phd Programs ◽  
Phd Program

This note presents a list of mathematics courses, normally taken at the undergraduate level, which are required or recommended as part of the admissions criteria for all economics PhD programs in the United States. The data in this note were gathered through a survey of PhD program directors, retrieval of data from PhD program websites, and personal conversations with PhD program directors in the United States. All of the data were collected during the spring and summer of 2016.

The history of science in the science classroom: The past is the key to the future in science education

2015 ◽  
Vol 34 (2) ◽  
pp. 310-332 ◽  
Author(s):  
Renee M. Clary ◽  
James H. Wandersee
Keyword(s):  
United States ◽  
Science Education ◽  
History Of Science ◽  
Nature Of Science ◽  
Research Council ◽  
National Research Council ◽  
The United States ◽  
Student Understanding ◽  
Science Classrooms ◽  
History Of

In many science classes, students encounter ‘final form’ science (Duschl 1990, 1994) in which scientific knowledge is presented as a rhetoric of conclusions (Schwab 1962). Incorporation of the history of science in modern science classrooms combats this false image of linear science progression. History of science can facilitate student understanding of the nature of science, pique student interest, and expose the cultural and societal constraints in which a science developed, revealing science's ‘human side’ (Matthews 1994). Carefully selected and researched episodes from the history of science illustrate that scientists sometimes chose incorrect hypotheses, misinterpreted data, and argued about data analysis. Our research documented that historical vignettes can hook students' attention, and past controversies can be used to develop students' analysis and argumentation skills before turning class attention to modern controversial issues. Historical graphics also have educational potential, as they reveal the progression of a science and offer alternative vehicles for data interpretation. In the United States, the National Science Education Standards (United States National Research Council 1996) acknowledged the importance of the History and Nature of Science by designating it as one of eight science content strands. However, the new United States Next Generation Science Standards (Achieve 2013) no longer include this strand, although the importance of the nature of science is still emphasized in the science framework (United States National Research Council 2012). Therefore, it is crucial that science education researchers continue to research and implement the history of science via interdisciplinary approaches to ensure its inclusion in United States science classrooms for better student understanding of the nature of science.

scholarly journals The United States National Research Council

Nature ◽  
1916 ◽  
Vol 98 (2448) ◽  
pp. 77-79
Author(s):  
GEORGE ELLERY HALE
Keyword(s):  
United States ◽  
Research Council ◽  
National Research Council ◽  
The United States
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