FRC Presentation
Teaching Quantitative Reasoning
Jason Hecht (ASB)
November 4, 2015
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Despite My Best Efforts…Top 7 Things
Students “Learn” in Econometrics…
1. How to juggle numbers without moving (or
thinking).
2. Theory is a “special case” of reality.
3. Correlation ≠> Causation (but my R2 is still 0.99!)
4. Always rationalize a contradictory result, but…
5. Never support or highlight my own insight.
6. Always put an illogical result to good use!
7. You will never see the words “heteroscedasticity”
as a clue in a NYTimes crossword puzzle.
2
Venue: Econometrics Term Paper
Each student must choose a different problem, issue
or topic that either:
1. Updates/replicates an existing model
2. Expands/modifies an existing model
Students must submit drafts of each section of the
paper: i) Introduction, ii) Literature Review, iii) Model
Specification & Preliminary Estimation, iv) Problem
Diagnosis & Correction, v) Conclusion &
Implications.
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Objectives
1.
2.
3.
4.
5.
6.
The joy of modeling a hunch!
To learn how to learn from a “wrong” statistical result.
Correlation ≠> Causation, but econometrics may
provide the “best evidence” of a statistical association.
Learning econometrics ≈ Learning to play the drums:
=> “4-limb” intellectual interdependence: logical
thinking, estimation skills, inferential skills, writing skills.
Learning how to “write to the numbers” even when they
don’t support your hypotheses.
Forensic learning: what the hell was I thinking & doing
five weeks ago?!
4
How do I teach reasoning…
1. “Math anxiety” coach & symbol interpreter: you
learned all this in 9th grade!!!
2. “Slow pitch” the algebra: work backwards from
the data.
3. Create interesting in-class exercises by
challenging “self-evident” propositions.
4. Closely edit their writing and force rewrites.
5. Use an entire class for one-on-one consults.
6. Be accessible!!! Instantaneous e-mail response!
5
Teaching challenges…
1. Interpretation of a statistical result or test.
2. How to write coherently and cogently.
3. How to pattern their paper after a previous study
(“learning by mimicry”).
4. Why the algebra works but the numbers don’t.
5. Statistical subtlety: all roads should not lead to
the highest R2
6. Why do I lose 1/4 of my class by the 1st exam?
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