Mathematics has a key role in engineering education. Without strong mathematical knowledge, engineering students often face difficulty in engineering courses. Previous studies have found that problem posing tasks can be used to improve the teaching, learning, and assessment of mathematics at primary and secondary levels. This study aims to explore undergraduate engineering students’ attitudes towards problem posing in mathematics to investigate the possibility of using problem posing tasks in engineering education. This research is conducted as there is a lack of research at tertiary level about mathematical problem posing, especially for engineering education. In the present study, the attitudes of 135 undergraduate engineering students towards mathematical problem posing were explored using a questionnaire and semi-structured interviews. The results of the questionnaire indicated that around 60 percent of engineering students believed problem posing helps them to develop their mathematical understanding, and problem posing and problem solving skills are related. More than fifty percent of the engineering students believed problem posing tasks are enjoyable activities. The results of the interviews supported these findings. Problem posing activities is likely to give engineering students opportunities to expand their mathematical understanding and increase their knowledge about the applications of mathematics. Teaching problem posing in the classroom could help students become more creative when learning mathematics and help them to become better problem solvers.

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