Abstract
Literature shows a tendency to relegate the role of coefficient <i>b</i> to second place in the teaching of the quadratic function. We report an experience with Chilean university teachers, who designed a teaching and learning sequence with this function for construction engineering students. Our focus was on the didactic-mathematical knowledge about the effects of varying coefficient <i>b</i> on the graphical representation of this function that the participating teachers made evident. We constituted a focus group with 10 teachers and then qualitatively analyzed their dialogues using the mathematics teacher’s didactic-mathematical knowledge and competencies model. We highlight the following results: (a) the importance of mathematical knowledge and that of the epistemic facet to interpret the effect of coefficient <i>b</i> on the graphical representation of the quadratic function and (b) the proposal of an interpretation for the graphical behavior of coefficient <i>b</i> that contributes to the teaching of the quadratic function.
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