Our experience of learning mathematics in schools is often based on learning and applying formulas. This suggests that teaching follows a predominantly deductive approach in which students use predetermined rules and theorems to solve problems. This is the dominant method worldwide, but the question arises: is it possible to teach mathematics in other ways, for example by an inductive approach, which first introduces students to general relationships by starting with concrete examples? The aim of this study was to evaluate the effectiveness of both inductive and deductive learning methods in engineering mathematics education. The experimental group learned the basics of integration through group work using either an inductive or a deductive approach. Their acquired knowledge was assessed through a test, which was repeated one week later. Following the learning process, they also completed a questionnaire in which they described their learning experience, strengths, and challenges. The results indicate that both methods have advantages and challenges with no significant difference in overall effectiveness based on test scores. Students generally reported positive experiences, but some suggested improvements such as restructuring group sizes, providing a mix of both methods, and increasing opportunities for cross-group discussions. Overall, the findings suggest that integrating elements of both learning approaches could offer a more balanced approach, catering to different learning styles while maintaining engagement and conceptual clarity.