This study focuses on studying and investigating the learning outcomes of tenth-grade students regarding transformations in the complex plane. It does so by incorporating a historical context by using information and communication ICT. To assess the impact of ICT, specifically GeoGebra software, on students’ understanding and conceptualization of complex plane transformations, this study employs didactic engineering methodology and Duval's Theory of Semiotic Representations. The hypothesis states that implementing didactic situations mediated by ICT can lead to positive learning outcomes among students. This research contributes to the integration of the complex plane into secondary-level mathematics education while encouraging curricular and methodological innovation that aligns with educational guidelines and standards. By leveraging technology, particularly GeoGebra, the learning process is supported, emphasizing spatial thinking and geometric systems. This study identifies common challenges students face when working with complex numbers and underscores the importance of graphical representations and conversion between different registers. Ultimately, the findings shed light on the potential of ICT in enhancing mathematics education and fostering students’ understanding of complex numbers and their transformations. Keywords: Complex Numbers, Complex Transformation, Information and Communication Technologies, Didactic Engineering Methodology DOI： https://doi.org/10.35741/issn.0258-2724.58.4.65