Abstract The present research project seeks to identify an application of didactic engineering in the teaching and learning processes of mathematics and physics through a pedagogical strategy in a group of 24 ninth grade students from a public educational institution located in the municipality of Tibú, Norte de Santander, Colombia, in order to determine the degree of appropriation of the concepts associated with mathematical physical thinking. Three didactic sequences were designed and applied, based on the theories of didactic situations and semiotic representations, to later determine their effect on the learning process, which showed better results in the communication competence, but the reasoning and problem-solving competences still show difficulties in the students. Therefore, it is concluded that the work in the classroom should be strengthened with the implementation of didactic sequences with clear objectives and that enhance these two processes of mathematics and physics.