Executive cognitive functioning develops late during adolescence, being considered as basis for early mathematical learning. Our work studies the possible relationship between aptitude in some executive functions with respect to mathematical academic performance and the age of the students, through neuropsychological tests. The quantitative results showed a direct relationship between age and work memory recall, alternating attention, cognitive flexibility and processing speed, being more discrete about mathematical performance. The conclusion based on our results calls for the inclusion of qualitative interpretation of the data, by considering both, intra-subject variables, as those linked to the educational context.