Mathematics in Engineering Education
A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "STEM Education".
Deadline for manuscript submissions: closed (30 June 2025) | Viewed by 1907
Special Issue Editors
2. Department of Mathematics, University of Bergen, 5020 Bergen, Norway
Interests: teaching and learning of mathematics at higher education level, including STEM; problem and project-based learning; learning psychology; subject matter analysis
Interests: the use of mathematics in signal theory and more general in empirical sciences; epistemological and subject scientific analyses of mathematical practices; anthropological theory of the didactics
Special Issue Information
Dear Colleagues,
This Special Issue focuses on the role of mathematics in engineering education. Mathematics is, without question, an essential tool for engineers, but how we teach it at the university level is another matter. Previous research has shown, on one side, that it is often a challenge for engineering students to learn mathematics and, on the other side, that they need different mathematics and another approach to mathematics than, for example, mathematics students. Mathematics teaching should take into account the specific uses in engineering science as well as new digital possibilities (from CAS, MATLAB, to AI) even more than before. In view of this situation, numerous efforts are being made to modify content appropriately and to try out new teaching methods.
The planned issue aims, above all, to present contributions that combine both concerns, i.e., that make solid epistemological analyses of specific uses of mathematics the starting point for considerations of modified forms of teaching. A contribution may address any of the following questions or go beyond these topics:
- How to enable engineering students to gain new experiences in learning mathematics;
- How to relate the teaching in mathematics courses more to how mathematics concepts are taught in engineering courses?
- How can new digital possibilities (CAS, MATLAB, and AI) be used to make mathematics teaching more relevant for engineering students?
- How may inquiry-, project-, problem-, case-, challenged-based learning, and other activity-based teaching modes make mathematics more relevant for engineering students?
Prof. Bettina Dahl Søndergaard
Prof. Dr. Reinhard Hochmuth
Guest Editors
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
Keywords
- epistemological analysis
- subject matter analysis
- digital tools
- problem-based learning
- inquiry-based learning
- challenged-based learning
- mathematics in engineering education
- higher education
- university pedagogy
Benefits of Publishing in a Special Issue
- Ease of navigation: Grouping papers by topic helps scholars navigate broad scope journals more efficiently.
- Greater discoverability: Special Issues support the reach and impact of scientific research. Articles in Special Issues are more discoverable and cited more frequently.
- Expansion of research network: Special Issues facilitate connections among authors, fostering scientific collaborations.
- External promotion: Articles in Special Issues are often promoted through the journal's social media, increasing their visibility.
- Reprint: MDPI Books provides the opportunity to republish successful Special Issues in book format, both online and in print.
Further information on MDPI's Special Issue policies can be found here.
