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In the present paper, we develop a teaching methodology for economic theory. The main contribution of this paper relies on combining the interactive characteristics of spreadsheet programs such as Excel and Unicode plain-text linear format for mathematical expressions. The advantage of Unicode standard rests on its ease for writing and reading mathematical expressions. In this sense, our proposal allows incorporating an easily readable and writable methodology to cope with math expressions when interactive spreadsheets are used and designed in Economics teaching. The resulting nearly plain text can be used with few or no modifications in other numerical computing programs.

The concept of "practice makes perfect" was examined in this work in the context of effective learning. Specifically, we wanted to know how much practice was needed for students to demonstrate mastery of learning outcomes. Student learning patterns in two different university courses that use a similar education approach involving problem based learning, outcomes based assessment, and problem sequencing based on elaboration theory were examined. Learning outcomes for each course were explicitly defined and students were repeatedly assessed through sequential assignments. The cumulative proportion of criteria successfully demonstrated for each problem-solving attempt was determined using data retrospectively obtained from instructor grading records. Learning followed a typical growth pattern--it increased rapidly at first and more slowly with succeeding attempts. The precise shape of the learning curve differed between the two courses and is thought to be the result of problem difficulty and problem sequencing. Depending on these two factors, at least one more attempt than the number of times criteria need to be demonstrated is required and often more are needed to demonstrate mastery. This paper presents class-level data and future work should investigate individual performance and particularly why some students learn more quickly than others. Two additional issues for future consideration are the effect of the number of attempts on long-term retention and on the transferability of the learning to other problems. (Contains 4 tables and 2 figures.)

This paper tries to consider some earning function as "start point" for the construction of indicators for intellectual capital measure. The analyze combines concepts from Mincer's and Becker theories and intellectual capital definitions currently in use. The correlation, significance and relation between elements are shown using three econometric models. (Contains 1 table.)

A solution to the non-existence of competitive equilibria in an economy where satiation is possible is presented. Based on an economic situation with many agents and where paper money is one of the commodities without transaction costs, it is concluded that competitive equilibrium may exist by using money as a net positive supply even if preferences may be satiated when the agents are permitted to select a consumption set within a given budget.

A comment on a study of forecasting ability of the ARIMA model is presented. The central point made by the study is said to be misleading since the cross-corellations between estimated trend and irregular disturbances are predicted by theory and should be expected. Thus the conclusions on the ARIMA model should be studied more extensively since the model may not give a good fit as reported.

A comment on a paper exploring the forecasting ability of the ARIMA and BSM models of trend extraction is presented. A paper by Andrew HArvey is presented in contrast to the original paper by Garcia-Ferrer and Del Hoyo. The original paper is vague in the definition of orthogonality and discuss resduals of the trend. The contrasting paper argues by adding random white-noise inputs into the entire equation. Characterization of the trend component is required for the forecasting analysis.

Scientists often perceive a trade-off between quantity and quality in scientific publishing: finite amounts of time and effort can be spent to produce few high-quality papers or subdivided to produce many papers of lower quality. Despite this perception, previous studies have indicated the opposite relationship, in which productivity (publishing more papers) is associated with increased paper quality (usually measured by citation accumulation). We examine this question in a novel way, comparing members of the National Academy of Sciences with themselves across years, and using a much larger dataset than previously analyzed. We find that a member’s most highly cited paper in a given year has more citations in more productive years than in in less productive years. Their lowest cited paper each year, on the other hand, has fewer citations in more productive years. To disentangle the effect of the underlying distributions of citations and productivities, we repeat the analysis for hypothetical publication records generated by scrambling each author’s citation counts among their publications. Surprisingly, these artificial histories re-create the above trends almost exactly. Put another way, the observed positive relationship between quantity and quality can be interpreted as a consequence of randomly drawing citation counts for each publication: more productive years yield higher-cited papers because they have more chances to draw a large value. This suggests that citation counts, and the rewards that have come to be associated with them, may be more stochastic than previously appreciated. [ABSTRACT FROM AUTHOR]

Background: Key elements of instructional quality include the teacher's ability to immediately react in domain-specific classroom situations. Such skills - defined as action-related skills - can only be validly assessed using authentic representations of real-life teaching practice. However, research has not yet explained how teachers apply domain-specific knowledge for teaching and to what extent action-related skills are transferable from one domain to another., Aims: Our study aims to examine (1) the relationship between action-related skills, content knowledge, and pedagogical content knowledge, and (2) the domain specificity of action-related skills of (prospective) teachers in the two domains of mathematics and economics., Sample(s): We examined German pre-service and in-service teachers of mathematics (N = 239) and economics (N = 321), including n = 96 (prospective) teachers who teach both subjects., Methods: Action-related skills in mathematics and economics were measured using video-based performance assessments. Content knowledge and pedagogical content knowledge were assessed using established paper-pencil tests. Correlation analyses, linear regressions, and a path model were applied., Results: In mathematics and economics, we find a similar pattern of moderate correlations between action-related skills, content knowledge, and pedagogical content knowledge. Moreover, a significant correlation between action-related skills in mathematics and economics can be explained almost entirely by underlying relations between content knowledge and pedagogical content knowledge in both domains., Conclusions: Our findings suggest that action-related skills empirically differ from domain-specific knowledge and should be considered as domain-specific constructs. This indicates that teacher education should not only focus on domain-specific teacher knowledge, but may also provide learning opportunities for action-related skills in each domain., (© 2019 The Authors. British Journal of Educational Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society.)

Citation metrics are increasingly used to appraise published research. One challenge is whether and how to normalize these metrics to account for differences across scientific fields, age (year of publication), type of document, database coverage, and other factors. We discuss the pros and cons for normalizations using different approaches. Additional challenges emerge when citation metrics need to be combined across multiple papers to appraise the corpus of scientists, institutions, journals, or countries, as well as when trying to attribute credit in multiauthored papers. Different citation metrics may offer complementary insights, but one should carefully consider the assumptions that underlie their calculation. [ABSTRACT FROM AUTHOR]

This paper offers a re-interpretation of the development of practical mathematics in Elizabethan England, placing artisanal know-how and the materials of the discipline at the heart of analysis, and bringing attention to Tudor economic policy by way of historical context. A major new source for the early instrument trade is presented: a manuscript volume of Chancery Court documents c.1565-c.1603, containing details of a patent granting a monopoly on making and selling mathematical instruments, circa 1575, to an unnamed individual, identified here as the instrument maker Humphrey Cole. Drawing on economic and legal history, the paper argues that practical mathematics needs to be understood as one 'project' among many, at a time when monopoly patents were used to advance industry, lower unemployment, secure the realm and reward invention. Drawing on the history and sociology of technology, it argues that the management and control of materials - mathematical instruments themselves, and the local socio-legal context within which they could be made - needs to be understood as prior to and separate from the rhetoric of mathematical authors, which is of interest in its own right but which may not have a direct relationship to mathematical practice.

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