Comparative Analysis of the Students’ Scores in Solving Constructive Tasks when Geometry is Studied in a Standard Way and with the Use of Complex Numbers
Comparative Analysis of the Students’ Scores in Solving Constructive Tasks when Geometry is Studied in a Standard Way and with the Use of Complex Numbers

Summary/Abstract: The students learn about complex numbers and Euclidean plane geometry in high school. Nevertheless, this material is separated into units instead of being integrated. (Anevska, 2014) presents methodological aspects about the study of exponential presentation of the complex numbers and (Anevska & al.2015-1) presents the possibility for inter-subject integration of the mathematics instruction in the study of the mentioned topics. Further on, (Anevska & al., 2015-2) and (Anevska & al., 2016) present the results of the comparative analyses of the scores of the students regarding the transformations in the Euclidean plane and the metric characteristics of the geometric figures and their use when studied in the standard way (see (Mitrović & al., 1998)), and when studied with the use of complex numbers (see (Malcheski & al., 2015)). This paper offers analogous analyses regarding the acquired knowledge in these two ways when solving constructive tasks.

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