Abstract The research aims to implement real didactic situations for learning fractions and physics in students from educational institutions in “San José de Cúcuta, Norte de Santander, Colombia”. From the theoretical point of view, it starts from one of the ideas that have been emerging in recent times regarding the teaching of physics, such as the development of physical-mathematical thinking by inserting the paradigm of didactic situations into the educational environment. The research is part of a field study, quasi-experimental with self-control. The treatment plan was organized in five didactic situations on theoretical and practical aspects of physics. The results of the pretest reflect deficiencies in the use of mathematical contents associated to the description of physical phenomena in the population under study, which allowed the design and implementation of a pedagogical intervention plan. The post-test showed an increase in the execution of mathematical models in the application to physical phenomena, which inferred the effectiveness of the intervention plan, whose activities allowed innovation in the classroom to achieve the students’ attention. It is concluded that the didactic proposal was an enriching experience with the active participation of the students.