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The study of the concept of the graphic representation in Moroccan first year Baccalaureate, section experimental sciences, finds its origin in the mathematics curriculum that gives an important place to the study of functions. This research aims at exploring how this concept is presented in the Moroccan mathematics curriculum using the theoretical framework of didactic transposition, as it was developed by Y.Chevallard (1985) and that of R. Duval (1993) on the semiotic representations, specifically on the graphic register, and on the conversion of the algebraic register to the graphic register. Our article relies more precisely on the ability of students to solve various tasks involving the use of graphic representation of a function.

The teaching of the function at high school: The graphic representation of a function at first year, section experimental sciences