摘要：The paper presents a research work which aimed to identify the conceptions of fractions presented by a collaborative group constituted by students on Pedagogy. It also sought to analyze in which way participation on the group activities has contributed to the process of redefinition of such conceptions. Through a qualitative methodological approach, the triangulation of data in the light of the social-historical perspective of Vigotski, the critical mathematics education of Skovsmose and the communities of practice concept of Wenger, it was possible to identify significant features of a collaborative group on formation. The group’s work was capable of generating some resignifications of the conceptions of fractions, enabling a different option of educational formation.
关键词：Education professional’s formation;Mathematics;Formación de profesionales del educación;Enseñanza de la matemática;Método de aprendizaje;Formação dos profissionais da educação;Ensino de matemática;Métodos de aprendizagem
