Based on discussions at several SEFI MWG seminars, the steering committee identified a list of important topics. It is the intention of this page to provide a short overview for each topic and a small list of references for further reading. The references particularly include contributions made to former SEFI MWG seminars. Contributors to future SEFI MWG seminars are urged to relate their work to these topics and the results available so far such that it becomes clear whether the current state of knowledge is confirmed, extended, or challenged. We hope that in this way we can organise an accumulative process for building up a sound body of knowledge on the mathematical education of engineers.

(Preliminary) list of important topics: So far, pages are available only for the first three topics.

• Activation of learners: How can we ensure that the students are more actively involved in the learning process?

• Use of technology: How can we use technology (CAS, pocket calculator, web, ...) in the teaching and assessment process in a pedagogically sound manner?

• Modelling competences and their teaching: What are desirable modelling competences and who (mathematicians, engineers) teaches them how?

• Assessment: Which forms of assessment are used, what are their advantages and disadvantages, and which learning goals are induced by certain forms of assessment?

• Content and learning outcomes: What should be the contents and the learning outcomes of the mathematical education of engineers?

• Mathematics at the workplace: What kind of mathematical qualifications do engineers need in their professional life?

• Higher level learning goals: What are higher level learning goals (e.g. deeper understanding) and how can they be achieved?

• Mathematical needs in continuing engineering education: What kind of mathematical education do professional engineers need in addition to the one they obtained during their university studies?

• Integration of mathematics and engineering subject education: How can we integrate the mathematics education and the education in engineering subjects to avoid mathematics being seen as isolated and disconnected?

• Students' attitudes towards mathematics: What are students' attitudes to mathematics and how can we achieve a positive attitude where mathematics is seen as a valuable means to formulate and solve engineering problems?

• Transition from school to university: How can we alleviate the transition from school mathematics to university mathematics?

• Didactical principles: What valuable and proven didactical principles (from general mathematics education) can we use in the mathematical education of engineers?

• Mathematical education research: What are the main topics professional researchers in the mathematical education of engineers deal with and what are the main results relevant to the practitioner?