In the domain of electrical engineering, mathematics occupies a pivotal position. It is employed to model abstract phenomena and concurrently functions as a hurdle for many learners. Consequently, it is imperative to incorporate fundamental mathematical principles into electrical engineering. The author's position is that the fundamental principles of mathematics should be conveyed or repeated in an integrated manner alongside the fundamentals of electrical engineering. This pedagogical approach aligns with the German system of dual training, wherein mathematics is not taught as a standalone subject. However, it is important to note that these topics are often not explicitly included in the curricula, necessitating their determination by individual teachers as needed. While this approach has the potential to facilitate individualized instruction, it also introduces the possibility of inconsistencies in the training of skilled workers.

To address this issue, the author of this article has integrated mathematical topics into his constructivist didactics of electrical engineering. Within the framework of this didactics, the fundamentals of electrical engineering are defined on two levels, namely the content level and the competence level. At the content level, five core ideas are delineated that encompass the fundamental terms (CCon 1), fundamental methods (CCon 2), electrotechnical components (CCon 3), and basic circuits (CCon 4), along with interdisciplinary content (CCon 5). It is imperative to underscore that emphasis in this delineation is directed towards the didactic perspective rather than the scientific one. This principle is consistent with the competence level. The competence level is delineated based on the following six core competencies: subject-specific communication (CCom 1), professional use of electrotechnical forms of representation (CCom 2), handling symbolic elements of electrical engineering (CCom 3), electrical engineering modeling (CCom 4), solving electrical engineering problems (CCom 5), and interdisciplinary competencies (CCom 6).

In order to examine which interdisciplinary aspects of the fundamentals of electrical engineering (CCon 5 and CCom 6) are found explicitly in the curricular standards, this paper utilizes the standards for the first year of vocational training, which are identical for all electrical engineering professions. The analysis involves examining individual pieces of information from the curriculum regarding the mathematical aspects. To illustrate the approach, the content "cable dimensioning" is examined. Students must be proficient in basic arithmetic, fractions, rounding, and percentages to complete this task. Additionally, they may need to rearrange the formula. In terms of competencies, learners must be able to consider the given (mathematical) information, extract data from tables and rating plates, apply given formulas, and create the mathematically correct representation.

As a result of the overall analysis, the following scientific question is answered:
Which mathematical competencies and contents must be integrated into the teaching of the fundamentals of electrical engineering to be able to consider them appropriately within vocational training?

In answering the question, no claim is made to completeness. Instead, the emphasis is placed on the methodological approach, and the result is presented as a basis for further discussion.

Keywords: Constructivist didactics of electrical engineering, curriculum analysis, core competencies, core contents.