The present educational intervention study focused on addressing some areas of improvement in the teaching and learning of trigonometric ratios in high school students. A diagnostic evaluation was performed that revealed an instrumental understanding of trigonometric concepts by the students. Subsequently, a didactic sequence was implemented that incorporated practical applications of trigonometric ratios in the context of displacement vectors. The results of the study indicated significant improvements in students' understanding after the intervention, marking a shift toward relational understanding. This proposal is presented as an effective strategy and suggests promising ways to improve pedagogy in this field.