The article discusses aspects of the mathematical education of engineering students in Germany and Russia on the example of the HTW Dresden - University of Applied Sciences and the Samara State Transport University. The quality of an engineer’s mathematical education presupposes not only mastering the system of mathematical knowledge, but also acquiring competencies for independent assimilation of new knowledge. Having analyzed the methods of teaching, we see the presence of common didactic problems. How can students with non-maths majors (study fields where mathematics is used as a “tool”) increase their motivation to study mathematics? Which teaching methods contribute to a reliable assimilation of mathematical knowledge and a training of application competences in engineering fields? The various methods to promote independent learning, which have been tested by the authors, are designed to respond to these problems most appropriately. Particular attention is paid to the elements of digitalization of the presented methods.

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