This study aimed to enhance the teaching and learning process of mathematics among a group of 30 students, aged between 18 and 63 years, who have returned to their studies after periods of up to 40 years. This population belongs to the Extraordinary Educational Services of the evening section of Higher Basic Education at Vicente León Educational Unit, located in Latacunga canton, Ecuador. Adopting a post-positivist paradigm, a mixed methods approach was employed, combining qualitative and quantitative techniques. The results revealed that factors impacting the teaching and learning process of mathematics include the lack of teacher training in active methodologies, participative activities, and didactic material design. There is a recognized need for a dynamic and flexible approach in the didactic cycle of mathematics, promoting continuous research and comprehensive student development to enhance their academic performance.
