Articulated pedagogical and didactic strategies allow improving academic quality and strengthen individual and institutional cognitive processes such as student retention. Mathematical modelling, articulated with complementary actions, contributes to teaching and learning processes within situations that go beyond the classroom since they are permeated by social, political, and cultural environments that globally define pedagogical work. Therefore, the objective of this article was to visualize the progress of the implementation of the mathematical modelling of integrated Science-Technology-Engineering-Mathematics (STEM) education and classroom teaching to improve the academic quality of Linear Algebra and Vector Calculus courses at Universidad de Bogotá Jorge Tadeo Lozano (Utadeo). Through a mixed methodology composed of three phases one qualitative, one implementation, and one quantitative the theory and practice of academic work were guided, and the strategy, classroom implementation, and work materials were designed. The results obtained, in terms of appreciation of the work in the classroom and publications, evidence the articulation of various efforts and institutional, disciplinary, personal, technological, and theoretical resources in the context of changing realities.