2025 ASEE Annual Conference & Exposition

Engineering in the Equation: Comparing Mathematic Problems to Engineering Practice

As the demand for engineers continues to increase, the need for K-12 students understanding of engineering becomes more important. This research explored the alignment between engineering problems designed for high school mathematics students and real-world engineering work. Using a mixed-methods approach, the study combined quantitative analysis of an Engineering Profession in Mathematics (EPM) questionnaire with qualitative data from interviews with engineers, engineering professors, and mathematics teachers.

While no statistically significant differences were found between participant groups for the 24 engineering problems evaluated, qualitative interviews provided valuable insights. Five specific engineering problems were selected based on their mean scores from the EPM questionnaire for in-depth discussion during interviews. Two problems received unanimous approval from all interviewees: an analysis of Great Lakes water levels and an aircraft fuel calculation considering wind conditions. These problems were seen as representative of typical engineering work. Engineers and engineering professors generally viewed the selected problems favorably, with one exception. However, mathematics teachers expressed concerns about the complexity and relevance of some problems for their students, highlighting a potential disconnect between academic exercises and real-world applications.

The study emphasized the critical role of mathematical content in developing analytical and problem-solving skills essential to engineering. However, applying mathematics in real-world contexts emerged as even more crucial than specific content knowledge. Participants consistently stressed the importance of problem-solving abilities, asking appropriate questions, and being comfortable with uncertainty. Current educational practices, particularly standardized testing, were identified as potential barriers to developing students' creativity and real-world problem-solving skills. This suggests a need for educational approaches that foster open-ended thinking and comfort with ambiguity, characteristics of engineering work.

In conclusion, while there is general alignment between engineering problems in high school mathematics and real engineering work, room for improvement remains. By emphasizing problem-solving, questioning, and comfort with uncertainty in mathematics education, educators can better prepare students for potential engineering careers and provide a more authentic representation of the field. This approach not only serves future engineers but equips all students with valuable skills applicable across various disciplines and real-world scenarios.