If you decide to become an engineering educator, teach forward, not backward. This means, like our engineering history, our knowledge sharing should start from actively playing in the world and with materials - and then later asking how science and math contribute - not the other way around!
For example, I can lecture about the moment of inertia and provide the mathematical derivation or formula for stiffness. Or, I can hand the students strips of wood to play with and ask them "why is one stiffer and by how much and why?" The math should never be the start, it is the end (see "science is applied engineering" blog to understand how art and engineering are the beginnings, and science and math, the ends of design). Never teach backwards - unfortunately, that is how most do it (I am certainly guilty of this too sometimes, since it is actually much easier to teach backwards - but this is lazy and needs to stop).