The fourth session of TeachECONference 2024 focused on innovative teaching methods designed to enhance student engagement and understanding. This session showcased creative approaches that educators have successfully implemented in their classrooms. Here’s a detailed summary of the key points and insights from this dynamic session. 

Gamifying Macroeconomics with “Don’t Crash the Economy” 

Theresa Alafita, Sarah Wilhelm, Anastasia Smith, and Susan Skinner presented their innovative game “Don’t Crash the Economy,” which is designed to help students understand macroeconomic policy through interactive decision-making and branching scenarios. The game simulates real-world economic challenges, requiring students to make policy decisions and observe the consequences of their actions. Theresa Alafita explained that the game was created to address students’ struggles with macroeconomics, particularly those from underserved populations. “We wanted students to see that economics isn’t just theory—it’s a series of decisions with real consequences. This game makes that connection clear and engaging,” Alafita said. The game not only increased students’ perception of economics as relevant to their lives but also improved their performance on related exam modules. 

Using Polya Cycles in Mathematics for Economics 

Shomak Chakrabarti from the University of Manchester introduced the concept of Polya cycles, a structured approach to problem-solving in mathematical economics. Shomak discussed how students often struggle with abstract mathematical concepts, particularly when they lack a clear roadmap for solving problems. The Polya cycle, named after the mathematician George Polya, involves four key steps: understanding the problem, devising a plan, executing the plan, and reflecting on the solution. Shomak emphasized that this structured approach helps students develop a systematic way of thinking, making complex mathematical problems more approachable. “Mathematics isn’t about rote learning; it’s about understanding. Polya cycles help students see the structure behind the problem, turning confusion into clarity,” Shomak noted, highlighting how this method has improved student outcomes in his courses. 

Student-Led Interviews to Clarify Unemployment Misconceptions 

Alpna Bhatia from CU Boulder presented an innovative assignment where students interview friends or family members to clarify misconceptions about unemployment. The assignment is designed to engage students by encouraging them to apply economic concepts in real-world contexts. Students are asked to discuss common misconceptions about unemployment, such as the belief that the unemployment rate measures everyone without a job or that zero unemployment is an ideal goal. Alpna explained that by teaching others, students reinforce their own understanding of the material. “By teaching others, students solidify their own understanding. This interview project turns the abstract concept of unemployment into a conversation that’s both relatable and impactful,” she shared. The assignment has been well-received by students, who reported that it not only deepened their understanding of unemployment concepts but also improved their communication skills. 

Key Takeaways 

• Gamification Enhances Learning: Games like “Don’t Crash the Economy” make complex topics more accessible and engaging, leading to better student outcomes. 

• Structured Problem-Solving: Tools like Polya cycles provide students with a framework to approach difficult mathematical problems, improving their confidence and competence. 

• Interactive Learning: Student-led interviews foster deeper understanding by encouraging students to apply economic concepts in real-world contexts. 

This blog was produced with the help of Microsoft Copilot.