Abstract

We studied mathematical modelling in the engineer training program by contrasting the problems presented by an engineering professor in a course that is part of the structural analysis professional education core and the modelling carried out in a project that was developed by students within the class workshop, which corresponds to the practical section of said course. The results provide evidence that the modelling competence is promoted and developed in engineering and that it is possible to consider it as a connector between various training cores, identifying mathematical models that will allow us to understand and establish relationships between such training cores.