Abstract: Mathematical functions serve as a basis for the progression of knowledge, of vast applicability in everyday life. In this context, there are many representations that exist. This research aims to analyze the results of the mathematics descriptors of high school evaluated in SAEPE on the concept of related function, as well as the interventional actions by teachers of different modalities of a State School in the municipality of Riacho das Almas. Our study begins by performing an analysis of the results of the Educational Evaluation System of Pernambuco ( SAEPE ), of the last 5 years. In this, the content of ‘polynomies functions of the 1st degree’ that throughout this research we will use; the term related function presents itself as one of the contents with the lowest rates of utilization and learning. This research is descriptive with a qualitative approach,, with application of structured questionnaires that was conducted with 6 teachers who teach mathematics at that school. The main results show that teachers provide strategies for understanding the content of related function in order to minimize the situation presented in the results of the SAEPE, through simulations and reviews. On the other hand, they report that they find it difficult to develop activities that favor the assimilation of content by students in the representations of the related function in its algebraic and graphic form. It is noticeable the work performed by teachers in this School even with lack of textbook for the “Middle Normal” modality and multimedia resources. In conclusion, the study promotes the reflection and opportunity of teachers to articulates to improve their pedagogical practice, through continuous mathematics training with the objective of improving the performance of students, based on these descriptors in the institution researched.

Keywords: Like function. Mathematics. Middle school. SAEPE