I think the point is that if that's true, the concept of complex numbers is being taught incorrectly. If you tell a student that this number is fake but useful, what are they to make of that? It just starts to make mathematics seem spooky and unpredictable.
When you're first learning about imaginary numbers in 8th or 9th grade, the answer to "what is sqrt(-1)?" _should_ be undefined. If you claim otherwise, you're pulling the rug out from under their feet, because the number system that they are familiar with indeed has sqrt(-1) undefined.
Instead, the teacher should go on to introduce a new system of mathematical objects that have certain rules, and the students could play around with them and see how they have two components, how you can plot those two components in 2 dimensions, how you can think of them as arrows sticking out of the origin, how you can combine their components to rotate each other, etc. Then work backwards into showing that we can call these objects complex numbers for short, because those operations are similar to addition, multiplication, etc. And finally, just as a curiosity, you can see that sqrt(z) = i for z = -1 + 0i.
There's no need to introduce this whole concept of an imaginary number line that points off in a direction nobody can see or measure. The whole takeaway should be that you can't just square real numbers get negatives. If you have something that can "multiply" by itself to get its own inverse, then you have either overloaded the multiplication operator with something very very different, or you're dealing with an object that can "rotate" through another dimension. It's an ordinary two dimensional space, and the only difference between the two axes is their name, just like "x" and "y". In my opinion, this lesson should actually be reassuring to a young mathematical intuition: there's only so many ways to skin this cat.
When you're first learning about imaginary numbers in 8th or 9th grade, the answer to "what is sqrt(-1)?" _should_ be undefined. If you claim otherwise, you're pulling the rug out from under their feet, because the number system that they are familiar with indeed has sqrt(-1) undefined.
Instead, the teacher should go on to introduce a new system of mathematical objects that have certain rules, and the students could play around with them and see how they have two components, how you can plot those two components in 2 dimensions, how you can think of them as arrows sticking out of the origin, how you can combine their components to rotate each other, etc. Then work backwards into showing that we can call these objects complex numbers for short, because those operations are similar to addition, multiplication, etc. And finally, just as a curiosity, you can see that sqrt(z) = i for z = -1 + 0i.
There's no need to introduce this whole concept of an imaginary number line that points off in a direction nobody can see or measure. The whole takeaway should be that you can't just square real numbers get negatives. If you have something that can "multiply" by itself to get its own inverse, then you have either overloaded the multiplication operator with something very very different, or you're dealing with an object that can "rotate" through another dimension. It's an ordinary two dimensional space, and the only difference between the two axes is their name, just like "x" and "y". In my opinion, this lesson should actually be reassuring to a young mathematical intuition: there's only so many ways to skin this cat.