Methodological innovations and learning outcomes in economics faculty math courses

In this paper the authors study the relationships among the grades in the exams of mathematics in an economics faculty and some external variables (for instance, gender, high school final mark, etc.). They study also the impact of some methodological innovations on these grades. Moreover, time and number of attempts to pass the exam are studied in relationship to the same variables. The authors find that the type of high school attended and the final mark achieved, the attendance of the lessons, the choice to take partial exams and the use of an online platform for exercises significatively influence the learning outcomes at least for the first year exam.