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The role of mathematics in students’ performance in economics and business undergraduate programmes

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  • Ricard Esparza Masana
  • Dolors Márquez Cebrián

Abstract

The integration of mathematical tools in economic and business analyses constitutes a vital component of higher education curricula in these disciplines. Previous research has investigated the influence of mathematical proficiency on students’ academic performance, particularly in relation to their pre-university educational background. This article builds on that body of work by examining the impact of mathematical aptitude not only at the commencement of undergraduate programmes but also throughout the economics and business courses undertaken by students. Using a dataset comprising over 4,700 students from the Faculty of Economics and Business at the Autonomous University of Barcelona, empirical patterns are identified to underpin the conclusions. These findings provide valuable insights for the development of targeted interventions aimed at addressing disparities in mathematical competencies that contribute to academic inequalities. Furthermore, the effects of such variations on learning outcomes across economics and business programmes are explored.

Suggested Citation

  • Ricard Esparza Masana & Dolors Márquez Cebrián, 2026. "The role of mathematics in students’ performance in economics and business undergraduate programmes," Estudios de Economia, University of Chile, Department of Economics, vol. 53(1), pages 58-77, June.
    • Handle: RePEc:udc:esteco:v:53:y:2026:i:1:p:58-77
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    File URL: https://estudiosdeeconomia.uchile.cl/index.php/EDE/article/view/84525
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    JEL classification:

    • A12 - General Economics and Teaching - - General Economics - - - Relation of Economics to Other Disciplines
    • A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate

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