Ledezma, CarlosVargas, Juan PabloHidalgo-Moncada, DianaFont Moll, Vicenç2025-12-102025-12-102023-12-011305-8215https://hdl.handle.net/2445/224792Literature shows a tendency to relegate the role of coefficient b 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 b 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 b on the graphical representation of the quadratic function and (b) the proposal of an interpretation for the graphical behavior of coefficient b that contributes to the teaching of the quadratic function.14 p.application/pdfengcc-by (c) Ledezma, Carlos et al., 2023http://creativecommons.org/licenses/by/4.0/Professors universitarisDidàctica de la matemàticaCollege teachersMathematics teaching methodsinfo:eu-repo/semantics/article7628122025-12-10info:eu-repo/semantics/openAccess