Taking into account the difficulty that the teaching of some concepts in the area of mathematics represents for teachers, this research aimed at incorporating digital alternatives to situations and physical models by the use of augmented reality, thus promoting a learning environment to stimulate the understanding of concepts and spaces, both two-dimensional and three-dimensional. For this purpose, we conducted a study during the period 2017-II, with the participation of 155 students: 73 in experimental groups and 82 in the control group, who were studying differential calculus in the faculty of engineering of three different universities in Bogotá. The test was based on the construction, use, and analysis of everyday technologies, where the twodimensional and three-dimensional models that were being used by students with teacher guidance were analyzed.
We found quantitative and qualitative evidence: academic achievement and tracking of processes, respectively, indicating that the use of augmented reality allows students to improve comprehension
skills, as well as modeling and analysis of data from real basic applications.
