Based on discussions at several
SEFI MWG seminars, the
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
The references particularly include contributions made to former SEFI MWG seminars.
Contributors to future SEFI MWG seminars are urged to relate their work to
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
on the mathematical education of engineers.
(Preliminary) list of important
topics: So far, pages are available only
for the first three topics.
How can we ensure that the students are more actively involved in the learning
- Use of technology: How can we
use technology (CAS, pocket calculator, web, ...) in the teaching and assessment
process in a pedagogically sound manner?
- 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
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
- Higher level learning
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
- 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
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
How can we alleviate the transition from school mathematics to university
- Didactical principles:
What valuable and proven didactical principles (from general mathematics
can we use in the mathematical education of engineers?
- Mathematical education
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?