The usefulness of derivative concept in learning economic concepts by high school and university students

Abstract

The mathematic concept of the derivate function is a key concept in understanding microeconomic concepts. We analyzed the use of the derivate in microeconomic concepts among second year bavvalaureat students (17 or 18 years old) and 1st year business management degree students. Through a questionnaire composed of 6 microeconomic tasks and the interviews to the students, we analyse how students use the graphical and analytical meanings of the derivate concept in solving economic problems. The analysis of the answers points out the difficulties that students have when using the meanings of the derivate concept, mainly in the graphical representation. The marginalization of the graphical representation and the favour of the algebraic one in the mathematics curriculum and the small relevance given to conversion tasks in teaching economics concepts could explain these results.