In this article, we present the results of a study carried out in Engineering modeling through a dynamic systems class with engineering students from Tecnologico de Monterrey, México, where we applied challenge-based learning for 10 weeks. The implemented methodological process consisted of carrying out 4 laboratory practices and comparing the experimental results obtained regarding the results obtained in terms of the algebraic solution and by numerical methods, as relevant information of this method was the final elaboration of an argumentative text that allowed to arrive at the most objective truth possible. The research design was quasi-experimental, where two different teaching methods were compared using control and experimental groups applied in other groups. The results obtained allowed us to validate that the use of challenge-based learning in engineering modeling classes using dynamic systems (mathematics) made it possible to eliminate the difficulties presented by students both to understand the need for demonstrations in mathematics and to perform them. Challenge-based learning made it possible to avoid the trend of algorithmic mathematics in the classroom, avoiding the mechanical knowledge of formulas and their routine application, allowing students to solve problems of different levels of complexity, evaluate various technologies, and, above all, with openness in the search and implementation of relevant alternatives in the transformation of professional practice.
