Conference and seminar sessions in Maths support for economics
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A Vector is an Element of a Vector Space: A Plea for Abstraction in Maths Teaching
Presentation at Birmingham Economics Education Seminars (BEES),Enhancing mathematical competencies in economics education using Maple Learn
Presentation at INERME Conference 2025,Where math meets economics: perspectives on teaching maths to economics students
Panel at INERME Conference 2025,Mathematics in economics: marginal or integral?
Keynote at INERME Conference 2025,Enhancing first-year economics students’ engagement with mathematics through student-produced videos
Presentation at INERME Conference 2025,A comparison of introductory mathematics modules within a mathematics programme and an economics programme,
Presentation at INERME Conference 2025,How economics students’ perceptions of maths evolve during their first year
Presentation at INERME Conference 2025,Applications for Mathematics in Economics. A contest
Presentation at INERME Conference 2025,Engaging with reluctant maths students
Presentation at INERME Conference 2025,Animating economics with MANIM: A Python-based approach
Presentation at INERME Conference 2025,Financial literacy and behavioural biases among university students
Presentation at DEE 2019,Financial literacy and behavioural biases are crucial factors, which may affect individuals’ financial decisions and behaviour. University students who make financial decisions at this stage of their lives can feel impact of these decisions throughout their lives. Thus, university students’ financial wellbeing is shaped by these two factors. This paper investigates the relationship between financial literacy level and behavioural biases among university students. Target population was selected from University of West of England – Bristol (UWE). Data will be collected via survey method. Financial knowledge, financial attitude and financial behaviour are used in order to measure financial literacy level among university students. Financial literacy is used as dependent variable for the research. The level of behavioural biases will be used as independent variables based on a five-point Likert type scale. The relationship between financial literacy and behavioural biases will be analysed via regression analysis. The result of the research will show to what extent university students with the low level of financial literacy are exposed to behavioural biases, and which factors most affect financial literacy of university students. At the same time, it will also show how can university students prevent behavioural biases in order to avoid wrong financial decisions.
Using MS Excel to bridge the maths gap in principles of macroeconomics
Workshop at DEE 2017,First year (Level 4) BSc Economics students arrive at the University of Portsmouth with mathematics skills ranging from GCSE grade 'C' to A level. Low engagement levels among students lacking a strong mathematics background are reflected in weaker Level 4 examination results. During 2016-17 a series of fortnightly workshops have been introduced alongside existing macroeconomics lectures and seminars, using Excel-based simulations designed to enhance mathematics skills through relevant applications. Workshops draw extensively on materials developed by Professor Humberto Barreto of DePauw University, Indiana. They are designed to support a conventional year-long principles of macroeconomics course, focusing on concepts that have already been addressed through lectures and seminars. Students work in small groups in a technology-enabled Business Simulation Suite. Real-world data applications are incorporated wherever possible. The conference session will introduce the context to the workshops and will give participants hands-on experience of working through a sample session. Initial findings from the 2016-17 workshops will be reviewed.
Developing Financial literacy among students in the UK and Russia
Presentation at DEE 2017,Financial literacy is important for people of all ages, but it is especially important for students as they are starting their independent life. Currently in the UK students at schools are supposed to receive basic lessons in the subject as part of their Citizenship GSCE course, but in reality majority of them leave schools without having clear understanding in the subject. Russia is introducing courses on Financial Culture to all students in all universities as part of their financial literacy programme. This paper will be looking at the ways of developing financial literacy (FL) of students in the UK and Russia, starting from measuring existing levels of FL and developing intervention courses and evaluating their efficiency.
