Basic mathematics assessment in engineering degrees: case study

With the general objective of highlighting the changes produced in the teaching of mathematics in European engineering studies, this paper presents examples of the University of Salamanca (Spain) and Gazi University (Turkey). The use of technological tools for the teaching and learning of Calculus or Algebra has allowed a change in the objectives and form of content-based teaching such as integral calculus, differential equations or linear algebra, where we have move from training in calculation strategies to reasoning processes for the application of those contents to engineering situations. However, these changes are not always visible in the assessment instruments that are used, therefore, it is considered necessary to go deeper into diverse assessment ways and instruments, that are valid in the different European countries, as proposed in the RULES_MATH project.