Números complexos: percepção de professores de Matemática sobre a relevância da abordagem no ensino médio

Abstract

Complex numbers, an extension of real numbers, emerged from the need to solve cubic equations in the 16th century. Throughout their history, they have faced resistance and misunderstanding. Currently, their inclusion in the school curriculum remains a subject of extensive debate, despite their historical significance, practical applications, and contribution to students' holistic education. This study aimed to understand mathematics teachers' perceptions regarding the relevance of teaching complex numbers in high school, identifying the factors influencing their decisions on whether or not to cover this topic in the classroom. This qualitative study involved five teachers from three state schools in Campo Maior - PI. Data collection methods included document analysis, observation, and questionnaires. The results reveal a consensus among teachers regarding the importance of teaching complex numbers in high school; however, challenges persistsuch as a lack of guidance in the curriculum and official documents, as well as the topic's absence from external assessments. Thus, the study concludes that although teachers recognize the relevance of complex numbers, the current landscape leaves them facing a dilemma regarding whether or not to teach this subject to their classes.