This text seeks to investigate the learning and teaching processes in the context of Higher Education in Financial Mathematics in university programs of the School of Administration of the Universidad del Rosario. In this way, an in-depth analysis of the students' experience before taking this course, the dynamics in their study habits during the course and the proposals for improvement after completing the course is presented. At the same time, the results obtained are complemented with the statistical analysis of the metrics to be evaluated on the academic performance of the students. From the databases provided by the Academic Secretary of the Universidad del Rosario, we were able to derive that, on average, 32.89% of all students fail the subject and only 3.31% pass with a higher final grade or equal to 4.2. This indicates that the majority of students are passing with sufficient results between 3.0 and 4.1, which increases the possibility of finding improvement strategies in the pedagogical process. Now, we find that teachers and students have similar points regarding the causes to be addressed to generate changes in this learning dynamics, finding that the low level of reading comprehension, insufficient time in each class session and perceptible disinterest in students they are the most influential factors and corresponding to the emphasis on having the expected quantitative results more on applying what has been learned. It is there where we implement the pedagogical model proposed by the Universidad del Rosario, Aprender a Aprender, in which they take all the challenges of learning dynamics in Higher Education students to shape the concepts and roles of the teacher (teacher) and the student (apprentice). For this, the initiatives that students should have to take a role of responsibility and autonomy for their own learning process are explained together with the constructive guidance of their classmates and comprehensive feedback from the teacher. So in this work this model is taken as a central proposal to apply in the dynamics of Financial Mathematics responding to the study habits of students to identify points where students manage to develop critical thinking about their own study decisions. Finally, the changes in these concepts, habits and dynamics inside and outside the classroom are explained in detail to achieve the learning results expected by the discipline of each one.
