The present work aims to understand how the intuitive knowledge of derivatives can contribute to the geometric interpretation of the quadratic function in secondary education. As a methodology, the descriptive-exploratory approach with intervention was chosen, that is, it is vital to use questionnaires with open and closed questions and regencies. In the first questionnaire one can verify the level of the class with respect to the concept of function and from it, to govern the way of the approach in room.
With the second questionnaire, after the intervention in the classroom with the regencies, one can verify the degree of comprehension of the concepts approached in the research, as well as the acceptance of the method used to study the geometric interpretation of the quadratic function, different from the method, usually used at this stage of academic life. Therefore, with the obtained results, we advocate that this method, besides being powerful in the geometric interpretation, was totally accepted by the group that participated in the action employed by this research.
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