The Contemporary Significance of the Early Accounting Teaching Methods

Abstract

In the light of global trends, economic operators cannot withstand change. At first, computer-driven technologies replaced only routine tasks, which were easily programmed using algorithms. However, as a result of technological development, artificial intelligence, machine learning, the internet and big data, machines have acquired an understanding of non-routine tasks. They have become autonomous, and are now capable of solving more and more complex tasks.
The job opportunities offered by the new digitalized world ask for new competencies developed by the education system. Our research examines 20 th-century teaching methods based on final exams made public, then compares and contrasts them to 21 st-century teaching materials and examination methods. One of the significantobservations is that between 1900 and 1918, the final exam in mathematics contained only word problems. The majority of the 223 problems available, 57 by number, focused on “capital, interest, benefit, loan, sales and purchase.” The wording of the problems
reflects the (actual) problems and events of the time. Although case studies are still present, most problems are the “calculate, solve, circle, underline” type. Example problems are often provided; thus, problem-solving turns into a routine task. The earlier method yet based on word problems inspired by our everyday economic reality might prove helpful in developing problem-solving skills, in reducing reading comprehension difficulties present at all levels of education as well as in indirectly raising awareness of today’s environmental, personal finance, issues.