The objective of this article is to analyze the impact of Information and Communication Technologies (ICT) in the teaching and learning processes of calculus, as mediators in the conceptualization of mathematical objects. A quantitative study with field design is developed, with a population of 26 students of Differential Calculus (17 to 20 years old), of the first semester, in the area of Professional Technique in Instrumentation and Control of a Colombian university. A didactic transposition is carried out through activities mediated with NICT, with the objective of supporting and promoting the teaching of the linear and affine function, being necessary to frame the activities within the didactic and methodological model Cuvima, for the mathematical modeling of real situations. The results show conceptual changes in the students in the area of real context as well as in the topic of linear and affine function. It is concluded that the strategy improves the interpretation and articulation between different registers of representation of the linear and affine function, but students have difficulty in basic procedures for solving equations.