1、Mathematics Teaching Experience in Economic Academies【摘要】Economic mathematics is an intersectional discipline which applies mathematical principles into economics. It is a main basic course in economic academies. This paper targets at the problems appeared in economic mathematics teaching experience
2、， analyzes the causes of these problems and offers corresponding countermeasures and suggestions. 【关键词】economic mathematics；Mathematical；Matlab Initially， the research method adopted by economics was restricted to qualitative analysis. When qualitative analysis developed into quantitative analysis，
3、mathematics was more frequently used in the field of economics and management. It is impossible to accurately state some complex interrelationships and change trends in economics through qualitative analysis. However， if we use mathematics to carry out quantitative analysis， it is possible to state
4、them accurately and clearly. Meanwhile， we can offer guidance for economy decision-making and also estimate the effect of these economy decisions. The main disciplines of mathematics are gradually closely related to economics. With the wide-spread of some mathematics software， such as， Mathematica a
5、nd Matlab， some intersectional disciplines， such as， financial mathematics and symbolic finance， emerged. This new change has imposed new challenge to us. How to improve mathematics teaching in economic academies is an issue we must take into consideration. I Problems arising in the process of teach
6、ing economic mathematics Under the new situation， more and more problems are hindering the smooth going of traditional economic mathematics instruction. Next， the writer is going to list some of them. 1. The contradiction between learning mathematics knowledge and applying it is quite serious. In a
7、traditional mathematics class， the instructor solely teaches students ways and skills to solute questions， but rarely covers the application of mathematics knowledge in economics. Some instructors even completely ignore the application of mathematics knowledge， and mathematics and economics are beco
8、ming two totally separated disciplines. Many students told that the basic mathematics courses they had attended during the first two years of college hardly had any connection with the economics specialty courses they attended later， and they had no idea about what kind of role the mathematics knowl
9、edge they had got would play in economics. 2. Mathematics software， such as， mathematica and matlab， is rarely used in mathematics instruction. Nowadays， information technology is developing rapidly， and teaching mathematics with the help of mathematics software could in one hand enrich the class， a
10、nd on the other hand improve the teaching efficiency. But in the practical instruction， such kind of mathematics statistical software is rarely used. And some teachers even never used it. II Problems analysis First， let us focus on the first problem. 1. About students learning： According to the sche
11、dule of high-learning academies， economics mathematics courses， such as， Probability and Mathematical Statistics and Linear Algebra， are provided for students in the first and the second academic year of college. For freshmen， there is a big difference between mathematics thinking way in high school
12、 and in college. And it is hard for them to adapt to this change and they might think mathematics is difficult to learn. Meanwhile， they havent had any idea about specialty courses of economics and were not aware of the importance of mathematics to economics yet. And learning economic mathematics is
13、 not very much appealing to them. Therefore， it is necessary to make students understand the goal and significance of studying mathematics. Mathematics， as a basic course， is a tool of quantitative analysis. Adopting this tool to carry out quantitative analysis in economic research will facilitate o
14、ur understanding of economic rules， as well as providing evidences in testing economic theories. Students ought to master this mathematics skill， study economic thinking， combine the two together to serve for economics. 2. About teachers instruction： According to Construction Theory， learning in the
15、 practical situation would enable students to obtain new knowledge by using knowledge and experience they have acquired. Knowledge obtained in this way will be kept in their mind longer， and might be easily transferred into new and novel problem solving situations. Economic mathematics is an importa
16、nt tool to study economics. The teaching process should be closely connected with real economic issues and economic theories. No mater in what kind of instruction， it is very important to focus on students visual apprehension. Students always further explore and discover new rules through visual app
17、rehension， and economic mathematics instruction is no exception. This visual apprehension enables mathematics to be better used in economics. However， this apprehension could not be cultivated or developed in problem solving. This apprehension derives from specific observation of images. In instruct
18、ion， teachers could change abstract mathematics formula into concrete image to foster apprehension ability in students. E. Roy. Weintraub， an American professor from Duke University， has conducted many famous researches in economic mathematics. In one of his book， Mathematics for Economists， he stat
19、ed that during his long teaching career， none of his students tried to understand the application of hidden function through the testimony of hidden function theorem. Therefore， there is a wide gap between the understanding and the application of mathematics theories. In the routine economic mathema
20、tics instruction， we should focus more on the application of mathematics in economics， and appropriately reduce the importance of or ignore the testimony of some theories. It is unnecessary to show students the testimony of some theorems and complicated calculations. Meanwhile， supplement with some
21、applications of mathematics in economics， and make students understand the practical feature of mathematics and thus enhance their interest in mathematics study. Now let us cast out eyesight on the second problem. We are in an era when information technology is undergoing rapid development. Many adv
22、anced teaching facilities， such as multi-media technology， appeared in colleges， which are the powerful competitors of the traditional “blackboard and chalk” teaching method. However， at present， multi-media technology is not very widely used by teachers. Most teachers just use it to display Power P
23、oint. Very few teachers use mathematics software， such as， Mathematica and Matlab， to dynamically demonstrate teaching process. Thus， within the limited time of a class， information delivered by a teacher is very limited， and it is hard to achieve the goal of conveying information vividly， easily an
24、d understandably. There are two reasons for the poor use of mathematics software. Mathematica and Matlab are both new software which were designed in recent years， and it will take teachers some time to master how to use it and apply it in teaching. Some teachers hold the opinion that using mathemat
25、ics software in teaching will not necessary improve the teaching quality or impose positive influence on teaching effect， therefore， it doesnt matter whether they master how to use it or not. III Offering countermeasures Take the practical teaching requirements into consideration， this paper offers
26、the following countermeasures for problems mentioned above： 1. Optimize the knowledge structure of instructors in time to meet the demand of teaching. Solid foundation of mathematics knowledge and relevant economics knowledge is essential to mathematics instructors of economic academies. Mathematics
27、 instructors must master some economics knowledge， such as， Microeconomics， Financial Engineering and Symbolic Finance， since mathematics tools are frequently used in these courses. Only when an instructor has intersectional specialty knowledge， might students be intersectional specialty knowledge t
28、alents. 2. In the teaching process， instructors should start with the basic principles of economics to induce mathematics concepts， and illustrate the application of mathematics in economics in a scientific way. 3. Improve instructors skill of using computers. If instructors could skillfully use som
29、e mathematics software， such as Mathematica and Matlab， to conduct simulation experimental display， then students could better understand what they are learning. 参考文献： 1Li Yanmin & Guo Ping， Change Education ThoughtDiscussion on Economic Mathematics Teaching Innovation， Economic Management Cadres Ac
30、ademy Journal of Jining Province， 2006， April. 2Xu Wenbin， On the Teaching Method of Economic Mathematics， Journal of Jimei University， 2001. 3Yang Xiaorong， Explore New Ways of Teaching Economic Mathematics， Academic Guidance Magazine of Weekend Literature Collection， 2006， Vol. 1. 作者简介： 万文应（1975-） ，女，湖北应城人，副教授，工作单位：军事经济学院基础部外语教研室，研究方向：英语教学、外训教学翻译。 夏庆（1975-） ，男，湖北黄石人，讲师，工作单位：军事经济学院基础部数学教研室，研究方向：数学教学。
