rewrite and focus mainly on my study: What types of mathematical connections do grade 11 learners make when solving quadratic function problems? In unpacking the question through classroom observation, the researcher found that learners were able to successfully establish some of the connections in the extended model of mathematical connections by Garcia-Garcia and Dolores-Flores (2018) while solving quadratic function problems. For example, L5 in question 2 in the first activity made DR and F connections when determining the equation of the graph to find the coefficients. Learners could transform the parabolic graph into its corresponding quadratic equation (DR) by utilizing its characteristics such as the x-intercepts and y-intercepts (F). This supports the findings of Hatisaru (2020) who found that participants understood and accurately depicted the information in each mathematic problem. The researcher found that learners can express course content using their words, making M connections. For instance, L4 on question 1 in the first activity demonstrated an understanding that 'a' determines the direction in which the graph opens. Consequently, she effectively described 'a' in relation to the parabola by using a sad face (indicating the graph looks downward) and a happy face (indicating the graph looks upward). It was also found that the majority of learners established P connections when working on the problems. In Figure 3, L3 applied the correct method to determine the