We present results obtained when analyzing mathematical practices of a group of inservice teachers during a continuous education regarding exercises on combinatorial analysis.This analysis illustrates the use and scope of some assumptions, such as hierarchy, progressive differentiation, and integrative reconciliation, provided by the theory of meaningful learning.In the face of discussion of results, a connection between different meanings of combinatorial analysis and its ramifications was evidenced, as well as the need to enhance learning process about this topic in the classroom.This learning may occur through contributory activities for the use of mathematical objects, their denotative meanings and idiosyncratic appreciation in the solution of mathematical exercises.