This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Faculty of Technical Sciences, University of Novi Sad , Novi Sad , Serbia
Faculty of Mechanical Engineering, University of Belgrade , Belgrade , Serbia
Faculty of Sciences, University of Novi Sad , Novi Sad , Serbia
In engineering education, mathematics plays a key role not only in developing basic numerical competence but also in facilitating the understanding of advanced concepts and the development of critical reasoning. As technological innovation accelerates, particularly with the rise of artificial intelligence and data-driven systems, mathematics becomes increasingly important in engineering education, providing students with the skills needed to engage with complex problems and advanced reasoning. This study examines engineering students’ attitudes toward mathematics, their learning approaches, and the role of information technology in the learning process. A questionnaire-based survey was conducted among 269 engineering students from the University of Belgrade and the University of Novi Sad. The results indicate that engineering students generally hold positive attitudes toward mathematics. They tend to prioritize solving tasks over understanding theoretical content, and peer interaction emerges as an important learning resource. The study also explores differences in attitudes based on gender, previously completed courses, and year of study. Findings of this study underscore the importance of aligning mathematics instruction with students' perspectives and learning preferences. The study recommends strengthening theoretical learning through interactive, technology-supported environments that foster deeper mathematical engagement and critical thinking in engineering education.
Engineering students, attitudes toward mathematics, engineering education, learning approaches, technology-supported learning
The statements, opinions and data contained in the journal are solely those of the individual authors and contributors and not of the publisher and the editor(s). We stay neutral with regard to jurisdictional claims in published maps and institutional affiliations.
