About this paper

Appears in:
Pages: 4505-4513
Publication year: 2014
ISBN: 978-84-617-0557-3
ISSN: 2340-1117

Conference name: 6th International Conference on Education and New Learning Technologies
Dates: 7-9 July, 2014
Location: Barcelona, Spain


P. Camarena Gallardo

Instituto Politécnico Nacional (MEXICO)
Mathematization of the phenomena and problems that come up in the working field of the future engineer is a cognitive conflict point since he studied mathematics and engineering separately, so that when he uses both knowledge areas, these cognitive areas are separated and he has to integrate them in order to mathematize the problem to be resolved (Camarena, 1984). The intention is that the students build mathematics for their future life. On the other side, the mathematical model is one of the themes that appear in the hidden curriculum of university careers, since it is supposed that the graduate must know how to model with mathematics, but in many study plans and programs the term “mathematical modeling” is not mentioned at all. Inside the goals of study programs of other curricula, it is said that the student must know how to model problems from other areas of knowledge, and this term is included in the subject programs in very few curricula. But, in no case it is said how to include mathematical modeling in mathematics courses, neither how to make students model situations of other areas or problems from the daily life (Camarena, 1987; Camarena, 1993). In fact, there is no engineering subject that comes to work mathematical models. Besides, the mathematics teachers feel that this point is concerned by the teachers of engineering courses, while the latest presuppose that the mathematics teachers are the ones who have to teach the students how to model engineering phenomena or problems (Camarena, 1990).

The first step of the research, which thier objective is to determine a classification and characterization of mathematical models in the engineering careers, as well as, a definition about “mathematical model” and “mathematical modeling”. The theoretical framework is the Mathematics in the Context of Sciences.

[1] Camarena, G. P. (1984). El currículo de las matemáticas en ingeniería. Memorias de las Mesas Redondas sobre Definición de Líneas de Investigación en el IPN (pp. 21-25). México, México: Instituto Politécnico Nacional.
[2] Camarena, G. P. (1987). Diseño de un curso de ecuaciones diferenciales en el contexto del análisis de circuitos eléctricos. Tesis de Maestría no publicada, Centro de Investigación y Estudios avanzados del Instituto Politécnico Nacional, México, México.
[3] Camarena, G. P. (1990). Especialidad en docencia de la ingeniería matemática en electrónica. Manuscrito no publicado, Instituto Politécnico Nacional en México, México.
[4] Camarena, G. P. (1993). Curso de análisis de Fourier en el contexto del análisis de señales eléctricas. Manuscrito no publicado, Instituto Politécnico Nacional en México, México.
author = {Camarena Gallardo, P.},
series = {6th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN14 Proceedings},
isbn = {978-84-617-0557-3},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {7-9 July, 2014},
year = {2014},
pages = {4505-4513}}
AU - P. Camarena Gallardo
SN - 978-84-617-0557-3/2340-1117
PY - 2014
Y1 - 7-9 July, 2014
CI - Barcelona, Spain
JO - 6th International Conference on Education and New Learning Technologies
JA - EDULEARN14 Proceedings
SP - 4505
EP - 4513
ER -
P. Camarena Gallardo (2014) MATHEMATICAL MODELS IN ENGINEERING, EDULEARN14 Proceedings, pp. 4505-4513.