This research is a review of its objectives in terms that how mathematics teachers fractional numbers in order to make it a significant knowledge to the student. From the review of the literature on this subject of education I chose to confine this study in two ways: one where endogenous bring the contributions of Kieren (1976) and Nunes et al (2003) including fractional numbers from the part-whole meanings, number, multiplying operator, measure and quotient. These meanings were taken from Vergnaud (1990) as a set of situations that give meaning to the concept of fractional numbers. Another exogenous through the contributions of sociology of knowledge according to Fleck (1976) and cultural mathematics by Alan Bishop (1990). These two routes were selected in order to answer: What teacher`s Mathematics understanding manifested when facing a set of situation involving fractional numbers? The study included twenty-one teachers from public and private with more than three years experience in the sixth year of elementary school. The study involved the application of a diagnostic test with at least two sections for each participant containing fifteen questions involving the meanings of fractional numbers above posts. Data were analyzed from the categories: invariant surgery, the five meanings, communicative dynamics. As a result it was possible to indicate that participating teachers understand fractional numbers from the part-whole meanings and multiplicative operator, and the communication of the Exoteric Circle (the professors) than the Esoteric Circle (academic productions) thereby enhancing the communicative dynamics that by intracoletiva turn does not help the school in general, and pedagogical practices in particular, the development of values such as openness to teaching Mathematics.
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