Abstract
The present work arises from evaluation results (OECD, 2017) that reflect low learning in primary school students in the subject of mathematics, as well as the difficulty of understanding fractions. The study was carried out with the aim of identifying strategies used by teachers' trainers for their students to appropriate the planning of mathematics in the subject of fractions, as well as the elements they take into account for their design. A qualitative approach was used with the case study methodology. The sample consisted of two teachers attending the second semester of the Bachelor in Primary Education and 6 students. The results show that teachers in training identify elements that should be considered to design the planning and are based on the Theory of Didactic Situations, this by influence of the strategies designed by the trainers of the normal school.
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