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Education Sciences
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Mathematics in Engineering Education
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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 3258

Special Issue Editors

Prof. Bettina Dahl Søndergaard

E-Mail Website
Guest Editor
1. Aalborg Centre of Problem-Based Learning in Engineering, Science and Sustainability under the Auspices of UNESCO, Aalborg University, 9220 Aalborg, Denmark
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
Prof. Dr. Reinhard Hochmuth

E-Mail Website
Guest Editor
Institut für Didaktik der Mathematik und Physik, Leibniz Universität Hannover, 30167 Hannover, Germany
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

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (4 papers)

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Research

17 pages, 501 KB  
Article
Impacts of Gender, Engineering, and Role Models on High School Students’ Overall STEM Interest and Perceptions of Engineering
by Nigar Altindis, Christopher Adah Ocheni, Yan Tong and Kayode Obafemi
Educ. Sci. 2025, 15(9), 1217; https://doi.org/10.3390/educsci15091217 - 14 Sep 2025
Viewed by 304
Abstract
This study explores the impact of gender, engineering experiences, and role models on high school students’ overall STEM interests and perceptions of engineering. A survey with Likert-scale and open-ended questions was given to 96 high school students (51 female, 45 male; 83% African [...] Read more.
This study explores the impact of gender, engineering experiences, and role models on high school students’ overall STEM interests and perceptions of engineering. A survey with Likert-scale and open-ended questions was given to 96 high school students (51 female, 45 male; 83% African American, 8% white, and 8% other races) in grades 9–12. We developed a scale measuring STEM interest, mathematical problem-solving confidence, misconceptions about engineering, perceptions of STEM, and self-efficacy. The STEM Dimension Survey (SDS) has a strong Cronbach alpha (= 0.96) and inter-coder agreement (Cohen’s Kappa = 0.77). ANOVA analysis on open response categories and the survey indicates that gender had a relatively small but statistically significant effect on STEM interest, with female students reporting slightly lower interest levels than male students. Students with prior engineering-related experiences demonstrated significantly higher STEM interest and more positive perceptions of engineering, but did not differ in self-efficacy or misconceptions. Notably, 63% of students reported no role model in STEM, and these students consistently reported lower interest, confidence, and self-efficacy. In contrast, those who identified role models reported significantly more positive STEM outcomes across all dimensions. The findings highlight the importance of recognizing students’ lived experiences and their definitions of engineering rather than relying solely on adult-defined narratives. Engineering-related experiences and role model presence are strongly linked to students’ interest and confidence in STEM. Full article
(This article belongs to the Special Issue Mathematics in Engineering Education)
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22 pages, 2655 KB  
Article
Digital Resources in Support of Students with Mathematical Modelling in a Challenge-Based Environment
by Ulises Salinas-Hernández, Zeger-jan Kock, Birgit Pepin, Alessandro Gabbana, Federico Toschi and Jasmina Lazendic-Galloway
Educ. Sci. 2025, 15(9), 1123; https://doi.org/10.3390/educsci15091123 - 28 Aug 2025
Viewed by 491
Abstract
In this paper, we report how digital resources support engineering students in the early stages of mathematical modelling within a Challenge-Based Education (CBE) course. The study was conducted in a second-year engineering course involving mathematics, physics, and ethics. Through a case study of [...] Read more.
In this paper, we report how digital resources support engineering students in the early stages of mathematical modelling within a Challenge-Based Education (CBE) course. The study was conducted in a second-year engineering course involving mathematics, physics, and ethics. Through a case study of two student teams, we analyze how a digital curriculum resource—specifically, a dashboard designed for feedback and progress monitoring—helped students identify, define, and begin modelling a real-world problem related to crowd flow on train platforms. Using the instrumental approach, we examined the dual processes of instrumentation (integration of resources) and instrumentalization (adaptation and repurposing of tools). Results show that the Dashboard played a central role in fostering self-regulated learning, interdisciplinary collaboration, and the iterative refinement of guiding questions. Students used data analysis, simulations, and modelling techniques to build and validate mathematical representations in answer to the guiding questions. Our findings contribute to ongoing discussions on how mathematics education in engineering can be enhanced through activity-based learning and targeted use of digital tools. We argue that digital feedback systems like dashboards can bridge the gap between abstract mathematical content and its meaningful application in engineering contexts, thus fostering engagement, autonomy, and authentic learning. Full article
(This article belongs to the Special Issue Mathematics in Engineering Education)
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26 pages, 1708 KB  
Article
A Structured AHP-Based Approach for Effective Error Diagnosis in Mathematics: Selecting Classification Models in Engineering Education
by Milton Garcia Tobar, Natalia Gonzalez Alvarez and Margarita Martinez Bustamante
Educ. Sci. 2025, 15(7), 827; https://doi.org/10.3390/educsci15070827 - 29 Jun 2025
Viewed by 768
Abstract
Identifying and classifying mathematical errors is crucial to improving the teaching and learning process, particularly for first-year engineering students who often struggle with foundational mathematical competencies. This study aims to select the most appropriate theoretical framework for error classification by applying the Analytic [...] Read more.
Identifying and classifying mathematical errors is crucial to improving the teaching and learning process, particularly for first-year engineering students who often struggle with foundational mathematical competencies. This study aims to select the most appropriate theoretical framework for error classification by applying the Analytic Hierarchy Process (AHP), a multicriteria decision-making method. Five established classification models—Newman, Kastolan, Watson, Hadar, and Polya—were evaluated using six pedagogical criteria: precision in error identification, ease of application, focus on conceptual and procedural errors, response validation, and viability in improvement strategies. Expert judgment was incorporated through pairwise comparisons to compute priority weights for each criterion. The results reveal that the Newman framework offers the highest overall performance, primarily due to its structured approach to error analysis and its applicability in formative assessment contexts. Newman’s focus on reading, comprehension, transformation, and encoding addresses the most common errors encountered in the early stages of mathematical learning. The study demonstrates the utility of the AHP as a transparent and replicable methodology for educational model selection. It addresses a gap in the literature regarding evidence-based criteria for designing diagnostic instruments. These findings support the development of targeted pedagogical interventions in mathematics education for engineering programs. Full article
(This article belongs to the Special Issue Mathematics in Engineering Education)
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12 pages, 3126 KB  
Article
Using a Realistic Context to Motivate and Teach Engineering Students the Chain Rule
by Imad Abou-Hayt and Bettina Dahl
Educ. Sci. 2025, 15(4), 433; https://doi.org/10.3390/educsci15040433 - 29 Mar 2025
Viewed by 582
Abstract
Existing research shows that students struggle to understand and use the chain rule appropriately. Other research suggests instructors use more contextually rich problems in their teaching to allow the students to experience calculus through meaningful contexts. In response, this concept paper presents four [...] Read more.
Existing research shows that students struggle to understand and use the chain rule appropriately. Other research suggests instructors use more contextually rich problems in their teaching to allow the students to experience calculus through meaningful contexts. In response, this concept paper presents four tasks using the chain rule that we anticipate can be compatible with how students discern concepts, and which could enhance the students’ understanding of the chain rule. The setup is that the students learn the chain rule through the multiplication rule, demonstrated through four teaching tasks. Applying Tall’s three worlds of mathematics when designing mathematics tasks makes it possible to blend symbolic and embodied worlds, opening the door to the formal world, which is beneficial for engineering students. Full article
(This article belongs to the Special Issue Mathematics in Engineering Education)
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