Abstract:

Mathematics as a knowledge field of the exact sciences, use specialized language, laws, properties, theorems, axioms, methods, and the results of the operations thereof can be expressed in numerical, functional and graphical forms, which are commonly used in the academic field from arithmetic used in elementary education to higher mathematics used in Academic Programs related to engineering.

One branch of mathematics is called Differential Equations, which have a great number of applications in the engineering field, however its learning requires previous knowledge of other mathematics branches, which are not less important, among these are: algebra, trigonometry, analytical geometry, differential and integral calculus.

Mathematics as a scientific knowledge field are structured through its language and methods, this necessary knowledge is not forgotten, but as students skills remain inactive due to a lack of practice, these are rather difficult to activate when a situated engineering problem needs to be solved.

The solving of a situated problem having starting conditions is called modeling and can be very tedious or difficult, and its characterization involves developing cognitive skills in the Mathematics field, and, in an interdisciplinary way, using other fields related to Engineering Sciences.

Learning Differential Equations is linked by using information and communication technologies (ICTs) and learning and knowledge technologies (LKTs), in particular the Maple and Mathlab software, without disregarding the valuable contribution of the learning which allows for constructing concepts in the traditional way and applying both starting points in solving engineering problems such as in the present case, regarding the acquisition of pollution profiles in water, soil and air compartments.

The studied solutions to these differential equations have been focused on the most commonly known pollutants, such as: emerging pollutants, agrochemical contaminants, volcanic ashes and greenhouse effect gases, by reconfiguring the use of information and communication technologies towards a transition to learning and knowledge technologies.

Keywords:

Agrochemical emerging pollutants, greenhouse effect gases, information and communication technologies, learning and knowledge technologies.