La Matemática y su profesionalización en la carrera de Economía

Abstract

The learning of the discipline of Mathematics is and has been a process with a high degree of complexity, due to its abstract nature, as well as the level of complexity in its contents, which together with the way in which it has been taught, has caused rejection in not a few students of all educations. In the present work, the potential of the discipline of Mathematics was valued as a science that develops logical thinking and that its contents are powerful tools to solve dissimilar problematic situations in Economics, however, the teaching-learning process of this discipline does not reach the desired state, matter that allowed to delimit the problem to be investigated, as well as to define the objective of modeling the teaching-learning process of Mathematics to the interests of the Economics career. It was elaborated using theoretical methods: analysis-synthesis; induction-deduction, which allowed the study of various bibliographic sources on the behavior of Mathematics in Economics students. An interview and visit to classes of Mathematics teachers who have gone through said career was applied, taking into account the relationship between the Mathematics contents and the contents of the career, evidencing a low learning result achieved by the students to what The teaching procedure influences, an aspect that corroborates that the proposed solution to this problem consists in the professionalization of the teaching-learning process of the subject of Mathematics to the interests in the Economics career.