FRI-2G.307-1-ERI-01
INNOVATIVE PEDAGOGICAL APPROACHES IN TEACHING MATHEMATICS FOR ENGINEERING STUDENTS
Abstract
The teaching of mathematics to engineering students continues to face significant challenges related to student engagement, the perceived lack of practical relevance, and the difficulty of transferring theoretical knowledge to real-world engineering contexts. In response to these challenges, innovative pedagogical approaches have become increasingly important for enhancing learning effectiveness and competency development. This paper examines contemporary teaching strategies in engineering mathematics, grounded in a theoretical and methodological framework that emphasizes student-centered and active learning methods, including project-based learning, problem-based learning, and service-learning, supported by digital technologies and computational tools. The study highlights the alignment of mathematical concepts with authentic engineering applications as a means of fostering student motivation, critical thinking, and problem-solving skills. Selected case studies and practical implementations from engineering mathematics courses are presented to illustrate how these innovative approaches can be successfully integrated into higher education practice, while student feedback and learning outcomes are analysed to evaluate their educational impact. The findings suggest that the adoption of innovative pedagogical methods leads to increased student engagement, deeper conceptual understanding, and improved readiness for professional engineering challenges, underscoring the need for a systematic integration of active learning strategies into mathematics curricula for engineering education.
Keywords
engineering mathematics, innovative pedagogy, project-based learning, service-learning, active learning, digital tools
REFERENCES
- Prince, M., & Felder, R. (2020). Active and student-centered learning in engineering education. In Johri, A., & Olds, B. (eds.) (2020). Cambridge Handbook of Engineering Education Research. Cambridge: Cambridge University Press, 357-372.
- Kolmos, A., Du, X., & de Graaff, E. (2018). Problem-based and project-based learning in engineering education. In Auer, M., & Tsiatsos, T. (eds.) (2018). Interactive Mobile Communication, Technologies and Learning. Cham: Springer, 103-114.
- Pepin, B., Gueudet, G., & Trouche, L. (2021). Mathematics education for engineers: Curricular and pedagogical challenges. In Gueudet, G., Pepin, B., & Trouche, L. (eds.) (2021). Mathematics Education in the Digital Era. Cham: Springer, 159-176.
- Bringle, R., Clayton, P., & Hatcher, J. (2016). Service-learning and engineering education. In Swan, C., Paterson, K., & Bielefeldt, A. (eds.) (2016). Community Engagement in Engineering Education. New York: ASEE, 45-62.
- Jonassen, D., & Hung, W. (2015). Problem solving in engineering education: Learning through authentic tasks. In Johri, A., & Olds, B. (eds.) (2015). Cambridge Handbook of Engineering Education Research. Cambridge: Cambridge University Press, 277-295.