Unpacking the calculus transition: A multi-dimensional view

This introductory paper presents the aims and structure of the special issue. The seven contributions gathered in the issue explore secondary-tertiary calculus transition through three thematic clusters: cognitive development and conceptual foundations, epistemological and instructional continuity, and curriculum structure and pedagogical proposals. This paper situates these studies within current international research trends, emphasizing the need for epistemological unity, representational fluency, and teacher empowerment to foster coherent and meaningful calculus learning trajectories.