A central problem in undergraduate mathematics education for future engineers consists in the perceived and actual relevance of the mathematical content. One strategy to strengthen both is to let students experience how that content appears in posing and solving authentic problems from the field of engineering which the students have signed up to study. This paper proposes a way to develop such a strategy, both in terms of theoretical precision (e.g. to clarify what “authentic” could mean in this context), and in terms of the institutional and epistemological conditions and constraints for realizing the strategy. The paper is based on cases and formats developed over twenty years at the Technical University of Denmark.

未来工程师在本科数学教育中的中心问题在于数学内容的感知和实际相关性。加强两者的一种策略是让学生体验该内容如何构成并解决学生已经签署并要学习的工程领域中的真实问题。本文从理论上的精确度（例如，澄清“真实的”在此背景下的含义）以及实现该战略的制度和认识论条件以及制约因素方面，提出了发展这种战略的方法。本文基于丹麦技术大学二十多年来开发的案例和格式。