25th National Meeting and 17th International Meeting of Mathematics Education in Engineering Careers EMCI

Abstract

The Meeting on Mathematics Education in Engineering Careers (EMCI) has established itself, over the course of its twenty-five national and seventeen international editions, as a space where perspectives, approaches, and experiences converge, profoundly enriching the teaching of mathematics in the field of engineering.
On this occasion, the XXV National Meeting and XVII International Meeting took place between October 15 and 17, 2025, with activities held at the National Technological University – Concepción del Uruguay Regional Faculty (UTN FRCU) and the Autonomous University of Entre Ríos – Faculty of Science and Technology (UADER FCyT). The joint organization of both institutions allowed for greater participation, added new voices, and strengthened inter-university collaboration, a distinctive feature of this meeting.
The EMCI 2025 program was structured around contemporary challenges facing mathematics education: the emergence of artificial intelligence in educational processes, the need to generate teaching proposals mediated by innovative technologies, the importance of considering articulation and entry with new pedagogical criteria, and the production of evidence from educational research to guide academic decisions. Throughout conferences, workshops, and presentation sessions, these issues were analyzed from multiple perspectives and with a marked spirit of openness and debate.
Among the most notable activities were keynote lectures on current topics such as generative AI, digital literacy, modeling, ethical challenges in university teaching, and the role of mathematics in the cognitive training of future engineers. The presence of CONFEDI representatives also made it possible to link these discussions to national engineering education guidelines and the competency frameworks that guide curricular transformations in the country.
The workshops addressed a variety of issues: strategies for pedagogical support in the first year, designing activities from an ontosemiotic perspective, digital tools for formative assessment, creating mathematical situations using AI, principal component analysis, flipped learning, among many other proposals. The presentations, divided into five thematic areas, offered a broad overview of the work that the academic community has been developing to improve the teaching and learning of mathematics in the field of engineering.
The collection of contributions gathered in this book of proceedings reflects an educational movement in constant evolution, committed to reviewing its practices, innovating its methods, and maintaining an ongoing dialogue with the technological, social, and educational changes that characterize the present. Far from offering closed answers, EMCI 2025 invites us to think, discuss, and collectively build new ways of teaching and learning mathematics in engineering.
We hope that these proceedings will be a valuable resource for those who research, teach, or manage educational processes in engineering degree programs, and that they will contribute to further strengthening rigorous, relevant, and creative mathematical training geared toward the challenges of the 21st century.