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Abstract
Complex numbers are part of the standard Tanzanian mathematics curriculum for secondary schools. The integration of complex numbers into interdisciplinary teaching offers significant opportunities such as solving electrical problems to enhance conceptual understanding and problem-solving skills in Tanzanian secondary schools. This study explores how complex numbers are conceptualized, taught, and received across subject disciplines. Through a qualitative analysis of data collected through interviews, curriculum analysis and classroom observations, the research highlights how complex numbers can bridge abstract mathematical theory with real-world applications, such as electrical engineering, wave mechanics, and computer simulations. The findings in this study are based on connections between mathematics and science subjects, conceptual understanding of complex numbers, classroom practices and student engagement, and cultural contextualization strategies. The findings suggest that effective interdisciplinary instruction involving complex numbers promotes critical thinking, fosters learner curiosity, and aligns with the goals of competence-based curricula. However, challenges such as limited teaching resources, insufficient teacher training, and rigid syllabus design hinder the full realization of these benefits. The study recommends targeted professional development for educators, updated teaching materials, and revised policies that encourage interdisciplinary approaches.
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Article Type: Research Article
Journal of Mathematics and Science Teacher, Volume 6, Issue 2, 2026, Article No: em107
https://doi.org/10.29333/mathsciteacher/18344
Publication date: 11 Apr 2026
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