português

Abstract

The purpose of this article is to discuss the conversions between semiotic representations of complex numbers, their implications in high school and content that can be revised or deepened at this moment of recapture. It is a theoretical investigation based in Duval’s Semiotic Representation Registers. Without taking into account whether or not this mathematical object should be taught in Basic Education, a doubt arising from the implementation of the National Curricular Common Base, the text points out that an approach in the classroom that favors different representations can contribute to the student reviewing contents such as inequalities, modulus, trigonometry, rounding, operations with ordered pairs, among others, giving them meaning. In addition, it promotes the articulation between representations of different mathematical objects.