Change and diversity in the initial training of students entering university lead to a series of basic questions: What criteria should be used to decide on the most appropriate syllabus and teaching methodology in a situation of change? What are the peculiarities of teaching mathematics in economics? This last question introduces us to the issue we are analyzing here: to what extent should economics be present in mathematics classes? Is it necessary for students to have a solid mathematical background before studying economics? For some teachers, economic problems are simply an appendix to the practical part of the subject, for others economic models form the core of the subject. It is clear that one or the other approach has a decisive impact on our syllabus and teaching methodology. In this paper, we have analyzed the mathematics-economics relationship by reflecting on its historical development and on the experience, we have developed over several years in the subject of mathematics and economics. for several years in the subject of Business and Financial Mathematics in the first year of the course of the Diploma in Business Studies.

Mathematics; economics; jurisprudence; teaching; learning methodology