Representations are used extensively in mathematics and translation ability is highly correlated with success in mathematics education. The authors investigate the translation ability of university students as far as the concept of function is concerned. The research focuses on the relationship between success in, solving direct translation tasks and success in solving problems by articulating different representations of the concept of function. Furthermore, it examines the relationship between student performance and the nature of the representation included in the translation task. The ability to pass from one representation to another was associated with success in problem solving. These results indicate that translation ability should be considered as an important factor in problem solving. Percentages are lower when an iconic representation is included in the translation task. This could be partly attributed to the holistic nature of iconic representations and to the way the concept of function is taught at secondary schools.