mathematics in economics

Abstract

This essay aims to provide an answer to the question of usefulness of mathematics in economics, not from the perspective of explaining arithmetic exercises, but from a more holistic viewpoint—that is, the consequences for the population regarding its knowledge and understanding. Supported primarily by empirical evidence from the PISA assessment, it discusses how other countries have achieved growth and improvements when they have a higher level of mathematical literacy. The work consists of—in addition to an introduction—four sections: students, academic rigor, science and technology, and finally, economic growth. This text is intended as a starting point for internal, and if possible, external debate. It is important to emphasize that correlation does not imply causation; therefore, while mathematics is present in major economies, it is not the sole reason for their success.