<p>This study examines students’ construction of relations among the different concepts related to the rate of change of two-variable functions. It uses the notions of Schema and Schema development from APOS theory to analyze students’ constructed relations between different components of the Geometric Differential Calculus Schema after they conclude a multivariable calculus course using APOS theory’s didactic methodology. The course emphasized the tangent plane at a point on a surface to give meaning to the different concepts associated with function change. Results obtained contribute to research on the teaching and learning of the differential calculus of two-variable functions. This study contributes to the state of knowledge by showing how students construct relations between the tangent plane and the different derivatives defined for these functions. It also contributes to the state of knowledge by showing how using different representations helps students understand the various approaches to rates of change in this type of function. Findings inform about relations between Schema components that students can establish, those they have difficulty constructing, and about didactic strategies to help university students construct a deeper understanding of change in multivariable calculus functions.</p>