This proposal of context designs (cases) aims to support learning mathematical notions such as differential equations (DE). A context design allows students to know the approach to this object of knowledge better, leading them to build meanings of the structure itself and to use the DE notion in problems of social contexts. Previous research has reported a high failure rate in this subject and a lack of understanding about the object. This research presents the design of contexts to improve the subject–object relationship in building knowledge of mathematics; in doing so, the student is the subject, and the differential equation is the object. The theoretical approach uses the case method (Harvard). Although the cases presented have low difficulty and complexity, their design aims to encourage the student’s engagement (subject) and facilitate harmonious closeness with the object of study, differential Equation, and develop the transversal competency of reasoning for complexity. Through this qualitative analysis research, we expect to share and enrich the study showing the possible evolution of students’ systemic thinking as a result of facing this type of settings while taking a mathematics course in their sophomore year of engineering.