  En este art\'iculo se estudi\'o el trabajo matem\'atico personal de 15
profesores en formaci\'on inicial, en primer a\~no de una universidad p\'ublica
en Chile, a partir de dos tareas sobre n\'umeros complejos. Estas tareas se
plantearon en un CAA (Moodlle - Wiris) y se propuso resolverlas utilizando
distintos CAS, como GeoGebra, Symbolab, Photomath y Wolfram Alpha entre otros.
Se observaron dificultades y potencialidades en el trabajo matem\'atico de los
estudiantes. En las dificultades, se observ\'o que los estudiantes ten\'ian
problemas para interpretar la informaci\'on de los CAS y del feedback del CAA
debido a que los conocimientos matem\'aticos previos no eran lo suficientemente
solidos para hacerlo. En las potencialidades, se observ\'o que distintas
caracter\'isticas de la tarea, junto con la articulaci\'on de dos o m\'as
artefactos permiti\'o a los estudiantes darle significado a los objetos
matem\'aticos involucrados.
  In this article we studied the personal mathematical work of 15 teachers in
initial training, in the first year of a public university in Chile, based on
two tasks on complex numbers. These tasks were presented in a CAA (Moodlle -
Wiris) and it was proposed to solve them using different CAS, such as GeoGebra,
Symbolab, Photomath and Wolfram Alpha, among others. Difficulties and
potentialities were observed in the mathematical work of the students. In the
difficulties, it was observed that the students had problems interpreting the
information from the CAS and the AAC feedback because their previous
mathematical knowledge was not solid enough to do so. In the potentialities, it
was observed that different characteristics of the task, together with the
articulation of two or more artifacts allowed students to give meaning to the
mathematical objects involved.
