This article reports on the results of research, the objective of which was to document and analyze the manner in which students relate different representations when solving problems. A total of 20 students attending their first year of university studies took part in the study. In order to design the problem, the underlying information in each representation was deemed to be the starting point of different inferences and different cognitive processes. The findings obtained make it possible to assert that the underlying information in each representation is not visible to all students and that a problem can foster handling of different representations, the making and verifying of various conjectures, as well as the transfer of knowledge acquired in previous courses. (Contains 1 table and 6 figures.)