Abstract
Students begin higher education with great reproductive capacity with evidence of seriousflaws in analysis and reflection, as well as difficulty in adapting knowledge and competencesto new situations. This easily creates frustrating events leading to dropping out and failure. This manuscript addresses teaching methods in a Mathematics course in higher education degrees inEconomics and/or in Management, treating the problems of student motivation and student inclusionin the educational process. This pedagogical project, implemented with blended learning, isbased on the availability of a high number of resources of teaching-learning, pushing the studentstowards the creation of their own path according to their preferences. The way the information isperceived varies according to the means of support of the pedagogical resource and with each student’sprofile. The availability of various resources invites and promotes its adequate and selectiveusage. The dynamics created in the construction of the learning procedure values autonomy andrewards success. During three years, the students have been highly receptive and there is a clearincrease in success.
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