This article describes MatemaTIC as an academic strategy for the consolidation and strengthening of mathematical competencies in the professional field, framed within institutional guidelines; which also becomes a linking and retaining scenario for students in distance higher education mediated by ICTs. The results emerge from a qualitative and descriptive research process, carried out during several academic periods with students who are located in different regions of the country, and in different socio-cultural conditions; and they are focused on showing the strategy within an institutional didactic structure and some implications of its implementation. MatemaTIC was structured based on the guidelines of the converged environments model and was developed in four phases. At the end, it is clear how MatemaTIC, through the situations used in the digital teaching sequences, is in tune with the professional or academic problems in the area. On the one hand, this relationship makes students establish functional links between the theoretical field of mathematics and the fields of application -Business Administration-, and makes it necessary for the teacher to permanently update his knowledge beyond the discipline during the designs of the contextual didactic units.
