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Currently there is a need for research that explores students' understanding of advanced topics in order to improve teaching and learning beyond the context of introductory-level courses. This work investigates students' reasoning about graphs used in enzyme kinetics. Using semi-structured interviews and a think aloud-protocol, 14 second-year students enrolled in a biochemistry course were provided two graphs to prompt their reasoning, a typical Michaelis-Menten graph and a Michaelis-Mentendoi:10.25394/pgs.7798814 fatcat:ym4mtynehbgjtidpyb5gazubgq