Challenges in computer mathematics in engineering education

Identifying which position mathematical software systems with their components (eg numerical and symbolic computation, graphic representation and experimentation) should hold in the education of engineering students is discussed in the paper. Besides its convincing advantages (eg more sophisticated and practically significant examples, a release from stupid calculations and transformations, possibilities for experiments and the inclusion of computer science parts) there are also some risks (eg neglecting mathematical knowledge, blind confidence in computer outputs, missing the feel for the correctness or misinterpretation of computer results, the inability to interactively interfere in the case of unsatisfactory results). Choosing MATLAB to illustrate typical examples is presented in the paper. The dilemma is that although the mathematical knowledge of many new students nowadays is disastrous, the reasonable integration of mathematical software systems in the general concept of engineering education demands a solid knowledge of mathematical basics. Therefore, modern mathematics in engineering education has to include computer mathematics, but need not be reduced to it. Pinpointing the right mixture of both parts is crucial; indeed, meeting the optimum level is an art.