The present paper is part of a larger research study that addresses the understanding of the concept of derivative by college students with prior instruction in differential calculus. In particular, in this work we focus on the analysis of the thematization derivative schema. With this aim, we use the understanding levels of intra-inter-trans schema (proposed by Piaget and Garcia) adjusted to the concept of derivative in terms of mathematical elements, logical relations and modes of representation used by students when solving a task.