Abstract
Relativize mathematical truths can be a good way to allow the construction of student knowledge. We bring part of a research in which instigators activities were implemented in a group of students from the first year of professional high school, working in pairs, with the objective to see how they behave before a division represented by a fraction whose denominator is a decimal number between zero and one, promoting an analysis in the light of Vygotsky and Bakhtin. Our data collect instruments were the researcher's field diary, the responses of activities, individual reflections of students and audio recordings. The first analysis points out that a couple of students, for which the activity was shown instigator from the beginning, which showed evidence of new conceptual reality of ownership, as clues were provided, observing a transition the zone of proximal development. The
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