Teaching mathematics for economists: partial results of the implementation of a study and research path.

This article focuses on the implementation and partial results of a co-disciplinary teaching approach called research and study paths (RSP) in a first-year Mathematical Analysis course for economics-related degrees at an Argentine university. The RSP method, grounded in the anthropological theory of the didactic (ATD), aims to counteract the "monumentalisation" of mathematics—where mathematics is taught as a static, untouchable body of knowledge—by engaging students through a generative question linking mathematics and economics: "How much benefit do producers and consumers receive from a competitive market?" Over 16 weeks, 35 students collaboratively explored derived questions, integrating mathematical concepts such as calculus with economic theory, fostering autonomy in modeling, problem-solving, and interdisciplinary communication. The study highlights the importance of teacher training in both economics and ATD for successful implementation and suggests that this approach promotes meaningful, functional mathematics learning contextualized within economics.