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In this paper, we present results of a survey of 17 teachers of early grades of Basic Education in public schools, a town in Greater Sao Paulo, in the process of continuing education. We analyzed the relationship of the understanding of the invariant equivalence in situations of part-whole and quotient, with the knowledge of teachers. We focus on moments of the group discussions about the construction of these concepts, from the analysis of situations presented to them and their own students, as well as their statements. This article originally indicated the relevance of the topic, a brief description of the theory behind this research and some of the procedures used to collect data. Such research has allowed us to infer that the content is directly linked both to the practice of the teacher as the knowledge of teachers.

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Conhecimento profissional docente de professoras das séries iniciais da educação básica acerca da equivalência de números racionais na representação fracionária em um processo de formação continuada