Bridging Mathematical Proficiency and Economic Reasoning: A Commentary on Calculus in Undergraduate Economics Education

Abstract This commentary reflects on the article Calculus in Economics – Important Features, Challenges, and Consequences by Voßkamp et al. (2025), which examines how calculus is used in economics and highlights key challenges students face when applying mathematical tools in economic contexts. Drawing on the perspective of an economics educator, the commentary considers the interpretive demands placed on students and the frequent disconnect between how calculus is taught and how it functions within economics. Two key reflections are developed: the importance of emphasising conceptual understanding and the interpretation of mathematical results, and the pedagogical challenges posed by the tension between discrete economic realities and their representation using continuous mathematics. The commentary concludes by considering implications for curriculum design, interdisciplinary collaboration, and future research and practice in economics education.