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Artículos

Vol. 4 No. 1 (2001): Marzo

LA INTRODUCCIÓN DE LA HISTORIA DE LAS MATEMÁTICAS EN LA ENSEÑANZA DE LOS NÚMEROS COMPLEJOS. UNA INVESTIGACIÓN EXPERIMENTAL DESEMPEÑADA EN LA EDUCACIÓN MEDIA SUPERIOR

Submitted
March 11, 2025
Published
2001-03-31

Abstract

In this paper the effectiveness of the introduction of imaginary numbers by an historical example is examined by a test (High School, pupils aged 16-18 years). We verified if the presence of imaginary numbers in a passage (according to a resolution by Bombelli, from Algebra, 1572) of a cubic equation and in the result of a quadratic equation is accepted or refused by pupils. We conclude that, in the sphere of Mathematics Education, effects of teacher's choices must be experimentally verified: the presence of this experimental sphere reinforces the use of history of mathematics, changes the outlining of the educational research and gives it a particular epistemological status.

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