RUME 27
2025
Alexandria, Virginia
Students' Actions Related to Complex Exponents
Page: 501
Interest has been growing in how students learn concepts in complex analysis (Troup, 2015; Hancock, 2019). A concept generalized in complex analysis is exponents and logarithms, yet little is written on how students leverage their existing knowledge to the complex case. In this paper, I present data from task-based interviews via the lens of APOS theory to present two students who leveraged their knowledge of real-valued exponential and logarithmic operations to varying degrees. I present data from a single question asking them to compare the magnitude of complex numbers and argue that their schemas for the two subjects were separate.