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.