Viseu, FlorianoSilva, AndréRocha, HelenaMartins, Paula Mendes2022-06-072022-06-072022-040187-8298PURE: 44478421PURE UUID: 572c9a87-bc7f-4e16-adc7-02ee32728e7dScopus: 85129499070http://hdl.handle.net/10362/139620The work with different representations promotes a deeper understanding of topics of functions. Based on this assumption, this study aims to analyze the contribution of the graphical representation to the learning of the inverse function and of the parity of a function by 10th grade students. The study adopts a qualitative and interpretative methodology to understand the students’ actions while solving the proposed tasks. The analysis of the resolutions shows that the graphic representation served as support for the development of the definitions of the topics under study. And this despite the fact that some students revealed difficulties in the interpretation and construction of graphs; in identifying images and inverse images in function’s graphs; in representing certain graphical characteristics associated with some concepts of functions, such as the relationship between the parity of a function and the symmetry on its graphical representation (mixing up the axis of symmetry and the axis of reflection). Overall, this study shows how the approach to the concepts based on a graphical representation can contribute to their understanding.281855986spaconstruction of graphsgraphical difficultiesgraphical representationinterpretation of graphsstudentsMathematics (miscellaneous)Educationjournal article10.24844/EM3401.07https://www.scopus.com/pages/publications/85129499070https://www.revista-educacion-matematica.org.mx/revista/volumen-34-numero-1-abril-2022/