In this paper presents a report of a research work about learning mathematical competences in the differential equations course, in which a teaching strategy that incorporates the use of a calculator. The project was carried out with students from the Faculty of Engineering, Mexicali Campus of the Universidad Autónoma de Baja California. To evalúate knowledge of mathematics a Pre-Test and ... [Show full abstract] Post-Test was applied. A teaching strategy based on DuvaPs semiotic representation theory was used with an experimental group of students and the traditional method used with another control group. The overall balance of the research on the efficiency of knowledge benefits the experimental group, particularly when it comes to the mathematical competencies of using symbolic and formal language.