Abstract
A function is a relation between two sets in which each element of the domain corresponds to exactly one element of the codomain; this correspondence allows modeling and interpreting dependency relationships between variables. The objective of this study was to analyze how students in the Education of Young People and Adults (EJA) develop strategies for the formation of concepts of first and second-degree functions through the use of digital technologies, such as GeoGebra, based on Galperin's Theory of Stages of Mental Action Assimilation. The research was carried out in two stages: a pilot project with the Formative Time III class and the main research, with the Juvenile Time class. Data production involved a logbook, diagnostic activity, action-oriented Base Guide (BOA) scripts, photographic records, and a final questionnaire. The analysis was conducted based on Bardin's Content Analysis, articulated with Galperin's Theory. The results indicate that the integration of GeoGebra into the assimilation stages favored the internalization of mathematical concepts, promoting greater autonomy, participation, and engagement of the students.