Conceptions of Mathematics at a University Programme in Economics

Abstract

This study seeks to shed light on perceptions of the role of mathematics in university economics programmes. Previous studies have clearly shown that mathematical knowledge is very important for students’ success in economics programmes, but no coherent overview of qualitative reasons for including mathematics and of proposed teaching practices has been provided. In this paper we rely on qualitative data to articulate why mathematics is perceived as an important part of a specific economics programme. On the basis of a grounded analysis, we conclude that mathematics is of great value partly for content-oriented and instrumental reasons and partly because it has a dual function: it contributes to creating a particular study culture and student community and it filters out students who cannot cope with the high level of mathematics that characterises economics programmes in general. Furthermore, we document potential problems related to mathematics as an integrated and inter-disciplinary part of economics programmes. These problems typically arise because the subject of mathematics has its own ontology and curricular logic, which may be overruled when multiple subjects are organised in clusters.