Prospective mathematics teachers learning complex numbers using technology

• Jorge Gaona ^[3] ; Silvia Soledad López ^[1] ; Elizabeth Montoya-Delgadillo ^[2]
  1. [1] Universidad Viña del Mar

     Universidad Viña del Mar

     Viña del Mar, Chile

     
  2. [2] Pontificia Universidad Católica de Valparaíso

     Pontificia Universidad Católica de Valparaíso

     Valparaíso, Chile

     
  3. [3] Universidad de Playa Ancha, Valparaíso, Chile

  Mostrar afiliaciones +
• Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 55, Nº. 9, 2024, págs. 2219-2248
• Idioma: inglés
• DOI: 10.1080/0020739X.2022.2133021
• Enlaces
  • Texto completo
• Resumen

  • In this paper we studied the personal mathematical work of 14 students in initial teacher training, in their first year of studies at a public university in Chile, based on two tasks on complex numbers. These tasks were set in a Computer Aided Assessment System (CAA) based on Moodle and Wiris and it was proposed to solve them using different Computer Algebra Systems (CAS), such as GeoGebra, Symbolab, Photomath and Wolfram Alpha among others. Difficulties and potentialities were observed in the mathematical work of the students. In the difficulties, it was observed that the students had problems interpreting the information from the CAS and the CAA feedback because their previous mathematical knowledge was not solid enough to do so. In the potentialities, it was observed that different characteristics of the task, together with the articulation of two or more artifacts allowed students to give meaning to the mathematical objects involved.