In this paper, we explain how mathematics teaching with STEM undergraduate students has evolved over the past three years; it has moved from blending to fully distance learning during the pandemic. We were interested in how students reacted to changing environments from a cognitive point of view. Data were collected and analyzed with mixed methods. Then they were summarized through engagement, participation, and motivation, which described students’ status, calculated through a fuzzy cognitive map. The results and experiences highlighted the positive and negative aspects of using technology in mathematics teaching. As a methodological implication of this research, we propose a teaching method that integrates moments of distance teaching with activities carried out in the presence. A mix of styles, a fluid flow of knowledge between the physical classroom and the virtual classroom. We call this Integrated Digital Learning.