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The process of mathematical learning involves various aspects, which within its diversity we can not fail to take into consideration one very particular, which in my understanding is of enormous importance, due to the new advances that technology has had what computing and computing refers, and is nothing more than the use of software for the teaching of mathematics at the university level. A huge variety of computer programs exist that can be used for the development of Mathematical competences, some of this software is better coupled to the programmatic content of curricular units such as calculus, geometry and linear algebra in relation to others.

Through this publication I want to highlight some aspects that give importance to the development of mathematical competences through the use of software in the teaching-learning process, to evaluate certain mathematical competences with the use of any particular software, I will make a series of questions in base to comparative means of conventional teaching paradigms versus the evolution of the use of mathematical software:

• Mathematical and didactic competences using a particular software:

In my experience as a teacher in the area of ​​calculation I have made a deep study on the evolution of learning different ways of learning of the student according to their qualities, which led me to use other means to teach mathematics, among these means to use this mathematical software, since one of the qualities that I saw best in evolution and development within my students is that of computer science and computing, apart from the fact that in them always arose the need to observe other variants in terms of graphing refers, especially in those graphs of R ^ 3, where to observe graphics in 3 dimensions of surfaces such as hyperbolic paraboloids, elliptic paraboloids, hyperboloids of one and two leaves, spheres and ellipsoid, are very difficult to observe in a graph on the blackboard, taking as consideration only these two aspects, I found the possibility of using the software geogebra, which I esulto for my students very friendly and easy to use, in what to the two curricular units that I impart as it is Calculus II and Calculus III served me very practical especially for topics such as applications of the derivative as relative maximums and minimums using the criterion of the first and second derivatives, as far as graphs are concerned there is where it is strong, without leaving aside analytical calculations in terms of solving equations, systems of equations, derivatives, integrals and a host of other calculations.

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It should be mentioned that evaluating the performance of knowledge acquired through my students using conventional teaching methods and then complementing them with those of using software, note a substantial improvement in the understanding of certain aspects such as: graphing, analysis of graphics, understanding of derivative and integral applications for the calculation of areas and volumes. It is necessary to make clear that the use of any mathematical software is a very valuable complement as long as it is taken into consideration that it is a complement in the teaching-learning process, but that for nothing in the world should be replaced by traditional teaching methods, since in order to understand many mathematical aspects through the use of these software it is necessary to have a theoretical base based on traditional teaching methods.

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• Influence that is had through the use of software in beliefs about mathematics and its teaching:

Historically we have observed how men object to changes, but that later they end up accepting them, and even end up accepting them as paramount in their lifestyle, such is the case of the use of software for the teaching and development of mathematical competences, In this process of change, where I particularly propose the use of mathematical software as a complement to be used in the teaching-learning process have emerged sectors of educational levels that are in favor and others against the use of this tool, some valuing it as important, while others claim that its use will obviate certain knowledge that is important and that are taught by conventional methods, my advice is that for the detractors of this new technological evolution of learning I managed to adapt the equilibrium point, where the student manages to maximize all their resources in an optimally comprehensive learning, where they learn t I hear the good of each method.

• Considerations to take into account, appropriate to my teaching methods:

For the moment I have been working with the software geogebra, with which I have done very well, mainly because it is very easy for students to use, as well as being a free download software which facilitates its use, both for Teachers as students can consider it to be of optimal comprehension, now all these reasons do not close me the step to open new horizons and possibilities to evaluate the use of other software to have other positive perspectives in the order of the teaching-learning process, and I mentioned previously always considering that these new developments only have a positive application in meaningful learning if the use of software is taken into account as a valuable complement tool to deepen and expand the mathematical knowledge in students about the knowledge already available fixed as a base.