Complex numbers in high school

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manpreet Tuteehub forum best answer Best Answer 2 years ago

Are complex numbers taught in high school in other countries? I am from Germany and complex numbers are next to never touched in high school with the exception of extra-curricular activities, for example.

I guess complex numbers also won't be discussed in high schools in other countries and are simply neglected and never mentioned. However, I think it is important to at least let students know that complex numbers exist. I know that discussing complex numbers in full detail would require a lot of time which is often not available. Yet, without ever mentioning complex numbers, a teacher is leaving out an important piece of information. For example, when students are learning to find roots of polynomials they will usually be searching for them in the "wrong" set (R). Very often examples are picked where a polynomial will have only real roots which guarantees the teacher to avoid the complex numbers. However, I think that it is also important to make students aware that things might not always be as easy as in the examples picked by the teacher and that a polynomial might very well have complex roots. The fundamental theorem of algebra, for example, is a theorem which is very easy to state and to discuss in school. The theorem will require some knowledge about the existence of complex numbers, yet, I think it is well worth discussing in high school: as the theorem's name suggests: it is fundamental to algebra.

What are your thoughts about the topic? Should complex numbers be discussed in high school? Or are there even countries where they are part of the curriculum?

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manpreet 2 years ago


Although there is a tradition in the U.S. of nominal mention of complex numbers in the high school curriculum, in my observation it is invariably superficial, and complex numbers are not mentioned subsequently. In particular, there is no mention of Euler's identity expressing sine and cosine in terms of complex exponentials, and, therefore, no mention of the palpable fact that all trig identities are deducible "by algebra" from properties of the exponential function (which itself is not treated in any way that would allow understanding of Euler's identity, unfortunately).

Since high schools in the U.S. do not mention solvability of cubics in radicals, there will be no mention of the "irreducible case", where the discriminant is complex, despite there being three real roots. So the quadratic story can easily be dismissed (in the minds of the students, as in the minds of many over the centuries) by saying that in some cases there simply "are no roots" (meaning no real roots).

That is, both in my direct recollection from decades ago, and from observation in more recent times, kids in high school are not led to take complex numbers seriously, but only to view them as yet one more menu-item on the laundry list... Sort of an "option", or something that might be on the final, ... but is not genuine or manifest in the world.

In fact, mathematics grad students at my R1 university tend to default into a similar attitude, that "complex analysis" is just a pre-specialty thing that presents a hurdle to them, for who-knows-what reason, but is not relevant to much of anything. This is dismaying... as are many things to cranky old people, I guess! :)


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