Abstract
This contribution presents the idea of modifying exercises from a mathematics service course on the basis of analyses (in the sense of the Anthropological Theory of the Didactic) of mathematical practices from electrical engineering. The core of this small-scale approach is to use the respective specific conceptualisation of mathematical knowledge in electrical engineering and in mathematics service courses for teaching design. In earlier work, this specifically conceptualised mathematical knowledge could be methodologically grasped with two different institutional mathematical discourses. The example shows how an existing exercise of a mathematics service course can be modified to support connections to mathematical practices from the engineering mathematics discourse. This illustrates exemplarily the importance of recognising the subject specificity of institutional mathematical practices in electrical engineering.
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