This paper describes and analyzes the practices and/or dynamics developed in the process of continuing education of math teachers from a perspective of professional development, and identifies the characteristics of both experienced and novice teachers involved in this process. The theoretical aspects underlying this study are related, on one hand, to teachers’ learning and, on the other, to their professional development process. The groups and subjects were identified by means of a preliminary questionnaire. In order to deepen the research, which follows a qualitative and interpretive approach, the following tools were used: interviews, notes taken during classes and group meetings, online records, and publications by the groups and the novice teachers. The data triangulation technique was used in the analysis to cross- compare the data, and later, to compare the data with the literature. The results indicate that teachers take part in the process in different ways, and make contributions within the groups according to the stage of their career. Novice teachers, who are usually peripheral to the groups, play an important role in providing new perspectives and maintaining internal practices.