The purpose of this work focused on investigating how the context affects the mathematics performance of the average student in Ecuador. In this sense, the scientific literature analyzed served to lay the foundations for why lower educational results are compatible with environments characterized by negative attitudes towards the subject in question. Thus, the inferential methodology was used to study the results in the mathematical domain of the Higher Education applicant with respect to the relevant variables, whose data were obtained from the Ser Bachiller assessment and its corresponding context questionnaire, both databases belonging to the 2018-2019 school year. For data processing and analysis, the IBM SPSS Statistics software was used together with the Student's t-test and the Analysis of Variance (ANOVA). In conclusion, this work effectively revealed that the context influences the academic performance of the target population. Finally, this work provides an outline of public policies to improve attitudes towards mathematics, since the variables belonging to this domain are involved with events that can be controlled in the short term through Behavioral Economics.
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