Abstract
This chapter studies the mathematical skills required in technical subjects of bachelor programs in engineering. The interface between mathematical subjects and introductory engineering courses is conceptualized to study this topic. We developed a transferable framework for the analyses of exercises, related problem-solving strategies, and typical sources of errors. In exercises from an engineering exam after the second semester, the transitions between engineering contexts and the use of mathematical methods, whose use and shape can stem from courses on mathematics for engineering or from their use in lectures on engineering themselves, are characterized, also concerning the tensions they create. Finally, we present the results of applying this framework to an exercise used in an exam, which was given after the first year studies in electrical engineering.
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