Students in engineering education need tools to gain insight into the ever-increasing complexity of engineering problems and possible solutions in the 21st century (e.g. seeking the reasons for the recent bridge-collapse in Genova). One of these tools could be the utilization of mathematical knowledge and skills - but many engineering students are undermotivated in studying mathematics. Not only Comenius but our digital age also prefers visualization over textual comprehension, as the Net generation is visually literate. Newer interdisciplinary research findings in brain functions and brain maturation are worth to be integrated into the pedagogy of teaching mathematics to engineers. Methodologically, in order to improve the quality of teaching Mathematics in engineering education at a Hungarian university, both findings in brain-research as well as theories of adult learning have been analysed from the perspective of visualization. The other direction of the work was focused on different types of visualization in Mathematics (according to Guzman), particularly in textbooks for engineering students. Ten textbooks, (among them the newly developed „Mathematics 1” at the Széchenyi István University), available both in print and online in Hungary have been compared from visual aspects. The current Curriculum of the subject „Mathematics 1” has also been analyzed from visual aspects. Findings show the need for a wider variety of visualization. Systematically detailing all of the above-mentioned perspectives and findings of data-processing contribute to developing an up-to-date conceptual framework for improving the quality of teaching Mathematics in engineering education at a Hungarian university, and it might be useful for other universities as well.