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En este art\'iculo se estudi\'o el trabajo matem\'atico personal de 15profesores en formaci\'on inicial, en primer a\~no de una universidad p\'ublicaen Chile, a partir de dos tareas sobre n\'umeros complejos. Estas tareas seplantearon en un CAA (Moodlle - Wiris) y se propuso resolverlas utilizandodistintos CAS, como GeoGebra, Symbolab, Photomath y Wolfram Alpha entre otros.Se observaron dificultades y potencialidades en el trabajo matem\'atico de losestudiantes. En las dificultades, se observ\'o que los estudiantes ten\'ianproblemas para interpretar la informaci\'on de los CAS y del feedback del CAAdebido a que los conocimientos matem\'aticos previos no eran lo suficientementesolidos para hacerlo. En las potencialidades, se observ\'o que distintascaracter\'isticas de la tarea, junto con la articulaci\'on de dos o m\'asartefactos permiti\'o a los estudiantes darle significado a los objetosmatem\'aticos involucrados.  In this article we studied the personal mathematical work of 15 teachers ininitial training, in the first year of a public university in Chile, based ontwo 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 andpotentialities were observed in the mathematical work of the students. In thedifficulties, it was observed that the students had problems interpreting theinformation from the CAS and the AAC feedback because their previousmathematical knowledge was not solid enough to do so. In the potentialities, itwas observed that different characteristics of the task, together with thearticulation of two or more artifacts allowed students to give meaning to themathematical objects involved.

Aprendizaje de los n\'umeros complejos usando diferentes sistemas de  c\'alculo simb\'olico y un sistema de evaluaci\'on en l\'inea en formaci\'on  inicial de profesores