<p>The advances of the research that aims to analyze the learning of fractional numbers in seventh grade students through situated learning are presented, for this is part of a diagnostic test that shows the handling of the students of the fractions in the context of use. The results identify students’ difficulties, approached from different environments or learning an environment, which allows the design of class activities focused on situated learning that can allow a better learning of the mathematical object fraction, since these activities helped the children relate adequately to their daily lives and make their learning meaningful and relevant to their lives. The research follows the qualitative-interpretative approach to analyze the phenomenon of the classroom and the action research technique, with the encouragement that the teacher in some way transforms the dynamics of his classes</p>