Abordagens e descritores de pesquisas sobre o ensino de números complexos realizadas no período de 1992 a 2017: um percurso para uma meta-análise

Abstract

This research aims to examine the dissertations, theses, scientific articles and works in annals on the teaching of complex numbers from 1992 to 2017, which are inserted in the area of mathematical education, to elaborate an overview and a categorization of them, aiming at a future meta-analysis research. This is a documentary research, the data of which were searched in the thesis database of Capes and in references found in the selected works. The organization of these data was done through a bibliographic survey and the identification of common factors, associating works on the teaching of complex numbers and categorizing them in approaches and descriptors. In both systematizations, by approaches or by descriptors, the didactic concern about the teaching of complex numbers can be identified, resulting in the amount of work that proposes didactic sequences aimed at teaching this content. A search to improve teaching methodologies is the insertion of digital technological resources for teaching complex numbers in basic education. And the perception of teaching proposals for complex numbers from a geometric perspective, exploring the different semiotic representations of complex numbers. Another aspect treated is related to the epistemological obstacles through the historical evolution for its acceptance