Teaching Mathematics to Future Engineers in the Twenty-First Century

Abstract For mathematics to supportive tool in enhancing the understanding of core engineering subjects (physics, mechanics, electronics, etc.), students must comprehend and utilise freely mathematical tools, select them aptly for specific tasks, and effectively apply relevant tools in the context at hand. This is essential for transferring this knowledge and these skills to the workplace, enabling future engineers to use mathematics effectively and efficiently in solving real-world engineering problems. This paper presents and discusses the results of a study conducted among academic teachers of core engineering subjects regarding their expectations of students’ mathematical knowledge and computational proficiency, as well as the extent of computations performed by students. serve as aIt also addresses the use of information technology, particularly software for performing mathematical computations, in mathematics education and the challenges students face related to their mathematical knowledge and skills. Furthermore, the paper outlines the conclusions drawn from the study and presents recommendations based on the views expressed by the academic teachers of core engineering subjects. The findings suggest that students should (1) be familiar with the basics of advanced mathematics; (2) not necessarily memorise all relevant facts but be able to access knowledge from external sources; (3) apply mathematical competencies in other domains, which points to the need for collaboration between mathematicians and core engineering subject teachers; (4) regard the use of computer programmes as a natural part of their engineering training, while placing less emphasis on high-level computational skills; (5) be able to interpret and evaluate the results obtained; and (6) be aware of the significance of mathematics in their education.