<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2179-426X</journal-id>
<journal-title><![CDATA[Revista de Ensino de Ciências e Matemática]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Ensino Ciênc. Mat.]]></abbrev-journal-title>
<issn>2179-426X</issn>
<publisher>
<publisher-name><![CDATA[Universidade Cruzeiro do Sul (UCS)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2179-426X2023000200103</article-id>
<article-id pub-id-type="doi">10.26843/rencima.v14n2a04</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O ensino dos números complexos na perspectiva de professores de Engenharia Elétrica]]></article-title>
<article-title xml:lang="en"><![CDATA[The teaching of complex numbers in the perspective of teachers of Electrical Engineering]]></article-title>
<article-title xml:lang="es"><![CDATA[La enseñanza de los números complejos en la perspectiva de los profesores de Ingeniería Eléctrica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Puhl]]></surname>
<given-names><![CDATA[Cassiano Scott]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Müller]]></surname>
<given-names><![CDATA[Thaísa Jacintho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Secretaria Municipal de Educação de Bom Princípio  ]]></institution>
<addr-line><![CDATA[Rio Grande do Sul ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Rio Grande do Sul ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<volume>14</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2179-426X2023000200103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2179-426X2023000200103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2179-426X2023000200103&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo investiga os conhecimentos de números complexos que os estudantes de Engenharia Elétrica apresentam, bem como as estratégias didáticas adotadas pelos professores para ensiná-los. Em pesquisas realizadas, identificou-se que a maioria dos estudantes da Universidade de Caxias do Sul não apresentam os conhecimentos de números complexos necessários para as disciplinas de Engenharia Elétrica. Para verificar a prevalência desse panorama no Rio Grande do Sul, aplicouse um questionário aos professores de Engenharia Elétrica de seis instituições de Ensino Superior. A análise evidenciou que a maioria dos estudantes das instituições selecionadas não apresenta o conhecimento de números complexos, tendo o professor que revisar e explicar conceitos e operações, sendo que o objetivo seria utilizá-los em aplicações na Engenharia Elétrica. Portanto, surge a possibilidade de utilizar um objeto de aprendizagem para auxiliar a suprir essa defasagem do Ensino Médio, propiciando ao corpo discente um instrumento facilitador na aprendizagem do conteúdo abordado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article investigates the knowledge of complex numbers that Electrical Engineering students present, as well as the educational strategies adopted by professors to teach them. Surveys confirmed that most students at the University of Caxias do Sul do not have the knowledge of complex numbers needed for the disciplines of Electrical Engineering. To verify the prevalence of this situation in Rio Grande do Sul, Electrical Engineering professors from six higher education institutions answered a questionnaire. The analysis of the answers showed that most students from the selected institutions do not master the knowledge of complex numbers, and therefore professors need to review and explain concepts and operations, when the objective would be to use them in applications in Electrical Engineering. Therefore, there is room for using learning resources to help reduce this gap that comes from high school education, providing students with a tool to facilitate learning about complex numbers.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo investiga el conocimiento de los números complejos que presentan los estudiantes de Ingeniería Eléctrica, así como las estrategias didácticas adoptadas por los profesores para enseñarles. En la investigación realizada, se identificó que la mayoría de los estudiantes de la Universidad de Caxias do Sul no tienen los conocimientos de números complejos necesarios para las disciplinas de Ingeniería Eléctrica. Para verificar la prevalencia de este escenario en Rio Grande do Sul, se aplicó un cuestionario a profesores de Ingeniería Eléctrica de seis instituciones universitarias. El análisis mostró que la mayoría de los estudiantes de las instituciones seleccionadas no tienen el conocimiento de los números complejos, siendo el docente el que repasa y explica conceptos y operaciones, siendo que el objetivo sería utilizarlos en aplicaciones de Ingeniería Eléctrica. Por lo tanto, surge la posibilidad de utilizar un objeto de aprendizaje que ayude a rellenar este vacío de la educación secundaria, brindando a los estudiantes un instrumento facilitador para el aprendizaje de los contenidos abordados.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Números Complexos]]></kwd>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento Prévio]]></kwd>
<kwd lng="pt"><![CDATA[Engenharia Elétrica]]></kwd>
<kwd lng="pt"><![CDATA[Objeto de Aprendizagem]]></kwd>
<kwd lng="en"><![CDATA[Complex Numbers]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Previous Knowledge]]></kwd>
<kwd lng="en"><![CDATA[Electrical Engineering]]></kwd>
<kwd lng="en"><![CDATA[Learning Object]]></kwd>
<kwd lng="es"><![CDATA[Números Complejos]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento Previo]]></kwd>
<kwd lng="es"><![CDATA[Ingeniería Eléctrica]]></kwd>
<kwd lng="es"><![CDATA[Objeto de Aprendizaje]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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