I like your approach! The only caveat I have is that the students taking these requirements could be anywhere from 9-17ish, so they won’t necessarily be able to investigate the tools and concepts in depth the way they might in a college course.
On the other hand, I have the impression often the limits to what the students can learn (in economics) come more from us teaching in absurdly simplified cases too remote from reality and from what’s plausible so that the entire thing we teach remains a purely abstract empty analytical beast. While I only guess even young ones are capable of understanding the more subtle mechanisms—in their few individual steps often not really complicated! - if only we taught them with enough empathy for the students & for the reality we’re trying to model.
As you write, with as little math as absolutely necessary.
I like your approach! The only caveat I have is that the students taking these requirements could be anywhere from 9-17ish, so they won’t necessarily be able to investigate the tools and concepts in depth the way they might in a college course.
I see there might be limits to what is possible.
On the other hand, I have the impression often the limits to what the students can learn (in economics) come more from us teaching in absurdly simplified cases too remote from reality and from what’s plausible so that the entire thing we teach remains a purely abstract empty analytical beast. While I only guess even young ones are capable of understanding the more subtle mechanisms—in their few individual steps often not really complicated! - if only we taught them with enough empathy for the students & for the reality we’re trying to model.
As you write, with as little math as absolutely necessary.