{"id":922,"date":"2016-08-03T17:23:14","date_gmt":"2016-08-03T17:23:14","guid":{"rendered":"http:\/\/www.revista-educacion-matematica.org.mx\/revista\/?p=922"},"modified":"2016-08-03T17:36:54","modified_gmt":"2016-08-03T17:36:54","slug":"artifacts-and-mathematical-working-space-in-multiplication-complex-numbers","status":"publish","type":"post","link":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2016\/08\/03\/artifacts-and-mathematical-working-space-in-multiplication-complex-numbers\/","title":{"rendered":"Artifacts and Mathematical Working Space in Multiplication Complex Numbers"},"content":{"rendered":"<p><strong>Authors:<\/strong> Macarena Flores Gonz\u00e1lez, Elizabeth Montoya Delgadillo<\/p>\n<p><strong>Abstract<\/strong>: The representation of multiplication in the number system of the<br \/>\nComplex Numbers is usually presented with a strong emphasis in the algebraic<br \/>\naspect that brings a partial comprehension of this property. On the basis of the<br \/>\nforegoing, the current study investigates the learning process of the multiplication<br \/>\nof complex numbers in order to teach this content facilitating the graphic register<br \/>\naccording to the theory of Mathematical Working Space. In this qualitative<br \/>\nresearch, there has been implemented a learning proposal that includes 34<br \/>\nengineering students in the first stage and 4 mathematics students in the second<br \/>\nstage; both groups of students are in their first year at university (18-19 years<br \/>\nold). Based on the results it is clear that carrying out processes and conversions<br \/>\nbetween the semiotic registers used with a software artefact not only permit<br \/>\nthe activation of certain genesis of the ETM, but also produce circulations in the<br \/>\npersonal ETM of a student which leads to a better comprehension of the mathematical<br \/>\nobject in question.<\/p>\n<p><strong>Key words:<\/strong> Mathematical working space, multiplication of complex numbers,<br \/>\nartefact, visualization.<\/p>\n<p><a href=\"http:\/\/www.revista-educacion-matematica.org.mx\/descargas\/Vol28-2-4.pdf\"><img loading=\"lazy\" class=\"alignright size-full wp-image-279\" src=\"http:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/download.png\" alt=\"download\" width=\"200\" height=\"71\" srcset=\"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/download.png 200w, https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/download-150x53.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\" \/><\/a><\/p>\n<p><span style=\"border-radius: 2px; text-indent: 20px; width: auto; padding: 0px 4px 0px 0px; text-align: center; font: bold 11px\/20px 'Helvetica Neue',Helvetica,sans-serif; color: #ffffff; background: #bd081c  no-repeat scroll 3px 50% \/ 14px 14px; position: absolute; opacity: 1; z-index: 8675309; display: none; cursor: pointer;\">Guardar<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Authors: Macarena Flores Gonz\u00e1lez, Elizabeth Montoya Delgadillo Abstract: The representation of multiplication in the number system of the Complex Numbers is usually presented with a strong emphasis in the algebraic aspect that brings a partial comprehension of this property. On the basis of the foregoing, the current study investigates the\u2026 <a class=\"continue-reading-link\" href=\"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2016\/08\/03\/artifacts-and-mathematical-working-space-in-multiplication-complex-numbers\/\">Continue reading<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[1],"tags":[519,517,518,351],"_links":{"self":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/922"}],"collection":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/comments?post=922"}],"version-history":[{"count":2,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/922\/revisions"}],"predecessor-version":[{"id":931,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/922\/revisions\/931"}],"wp:attachment":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/media?parent=922"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/categories?post=922"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/tags?post=922"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}