A didactic conception of the teaching-learning process of Higher Mathematics I in the accounting and finance career

In order to reduce the gap between the professional training process in universities and the professional process in production and service centers, this research takes place. The goal of this article is to socialize a didactic conception for the professionalization of the teaching-learning process in the Bachelor's Degree in Accounting and Finance. The methods used were: at the theoretical level, the historical-logical, systemic-structural and modeling; at the empirical level, the documentary review and observation; as techniques, the interview and the survey. Their use made it possible to recognize the problem, identify causes and present solution options. As a result, a developmental, active, contextualized, interdisciplinary, interdisciplinary, systemic, integral, coherent and professionalized teaching-learning process of Higher Mathematics I was achieved The process is regulated by the professional problem from a quantitative analysis. The student's role is protagonist by acting as an accountant in a scenario that simulates a real company, placing the professional logical thinking provided by Higher Mathematics I in function of the profession.