Abstract
This work aims to know the perception of future mathematics teachers about the complexity of mathematical objects and their possible application in teaching practice, in order to improve the teaching and learning of mathematics in Basic General Education (GBS) and the Unified General Baccalaureate (BGU). For this, 19 future professors were asked about the different meanings of some mathematical objects, and they were proposed to raise contextualized problems in which a certain meaning had to be applied in their resolution. The results show that encouraging reflection on the complexity of mathematical objects in the initial training of teachers and their relationship with the design of contextualized problems affects their way of understanding mathematical competence
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