Teaching practices used by teachers of mathematics and their relation with resolution of problems by fractions

Teaching through problem solving emphasizes thinking and learning processes, therefore, is the method currently support teachers to implement active learning. What is pursued is transmitted systematically effective thought processes in problem solving. This work is part of a qualitative research methodology; the methodological design collective case study, and part of a historical relationship against theories and significant contributions associated with the practices used by teachers for teaching mathematics, heuristics and methods for mediated problem solving fractions, investigating to what extent these practices support students skills.