ABSTRACT
The economics classroom has been my professional home for just over a decade at several institutions of higher education. I have taught a wide variety of courses, including the principles series, intermediate microeconomics, quantitative and mathematical methods for economics, and upper-division electives in my fields of international trade and public economics. Semester after semester, I noticed that the same concepts were a struggle for my students in the more technical courses (i.e., quantitative and mathematical methods and intermediate microeconomics).
