The use of theoretical assumptions of the theory of meaningful learning in the study about anãlise combinatory

We present in this article the results obtained to analyze the mathematical practices of a group of teachers in exercise about continued formation the respect combination analysis. This analysis illustrates the use and the ranges of some assumptions, such as hierarchy, progressive differentiation and integrative reconciliation, provided by the Theory of Meaningful Learning. The discussions about results of the analysis showed both a connection between the different meanings of combination analysis, as well as the need to enhance the process of learning about this topic in classroom. This learning can occur through activities that contribute the use of mathematical objects, their meanings denotative and appreciation idiosyncratic in the solution of mathematical exercises.