Individuals are familiar with the concept of fractions, but what are their intuitive conceptions? In this exploratory research, we study the intuitive conceptions through two components: the interpretations and the registers of representation. To do this, we submitted an open-ended survey to Swiss pre- service teachers. The results show the prevalence of two interpretations (part-whole and quotient) and two registers of representation (symbolic and visual). This suggests the coexistence of a spontaneous conception of the part-whole associated with one or the other of the registers of representation and knowledge coming from teaching related to quotient interpretation.