Results are presented on the representation of the quadratic function as a mathematical object, so that students find meaning in the meaning of the function derivative. The use of Cabri-Geometré dynamic geometry software is proposed to help in the graphic interpretation. Results show that the type of learning of the students in the sample is explained by the type of tasks posed by the teachers. Finally, they show that with the use of software, students achieve meaning in greater depth, such as that derived from a function.