The main purpose of this study was to explore in which measure the supports of the cathedra’s supplementary activities (tutors, additional preparation, parallel courses, and/or private particular classes) influence on the students’ integral mathematic performance demonstrated in the written evaluations of the course Introduction to Mathematics at the beginning of university studies.  Data were extracted of a 275 students’ sample from the first semester in the College of Economic and Social Sciences at the University of Carabobo in Venezuela.  The data analysis was aimed as a non experimental design with descriptive and inferential statistics.  The results of the study showed some evidence of variation in the dimensions of students’ mathematical performance across groups. Also, it was displayed some difference between traditional evaluation and experimental evaluation of mathematics contents.

Key words: College mathematics, mathematical logic, set theory, cognitive measurement.