In the process of teaching and learning physics, are referenced various scenarios in which interaction takes place between actors involved in this process. One of the protagonist's place is the laboratory, especially, because this has been vital throughout scientific history. At present, teaching based on a traditional method does not provide the possibility of achieving targets proposed in different educational contexts, in part by the rise of technological innovation and ease for students to access information, which leads to a possible lack of interest against the kind of traditional view. That is why this paper presents a discussion about the value of laboratory and highlights the importance of this in the development of physics classes and still more in the development of physical-mathematical thinking of students. Because the manner in which these spaces are often used is limiting the progress in the development of certain skills such as analysis, argumentation, and the apprehension of the physical concepts involved in experimentation. Finally, we will introduce a series of ideas which claim to be a possible solution to the limitations of traditional laboratory sessions.