La Macroeconomía dinámica: un modelo numérico didáctico
Teaching Dynamic Macroeconomics at undergraduate university courses relies exclusively on intuitive prose and graphics depicting behaviors and steady states of the main markets of the economy. But when the case of "forward-looking" agents and the macroeconomic implications of their actions...
- Autores:
-
Posada, Carlos E.
- Tipo de recurso:
- Fecha de publicación:
- 2017
- Institución:
- Universidad EAFIT
- Repositorio:
- Repositorio EAFIT
- Idioma:
- spa
- OAI Identifier:
- oai:repository.eafit.edu.co:10784/11213
- Acceso en línea:
- http://hdl.handle.net/10784/11213
- Palabra clave:
- Teaching Macroeconomics
undergradute courses
dynamic models
unsupported conclusions
numerical models
enseñanza de macroeconomía
cursos de pregrado
modelos dinámicos
conclusiones ilógicas
modelos numéricos
- Rights
- License
- Acceso abierto
| Summary: | Teaching Dynamic Macroeconomics at undergraduate university courses relies exclusively on intuitive prose and graphics depicting behaviors and steady states of the main markets of the economy. But when the case of "forward-looking" agents and the macroeconomic implications of their actions are discussed, a priori intuitions and graphical representations offered to students may be misleading and may lead to confusing or unsupported conclusions. This happens even if the professor and his students use the chapter of Dynamic Macroeconomics of one of the most didactic and ordered texts ever published: Williamson (2014). In this paper I try to show this assertion. |
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