The expansion of the computing field seriously challenges academic planning, as it requires acceleration of new curricula development and implementation. Academia possesses much inertia and curricula changes are slower than the computing expansion. American computer societies under the aegis of ACM and IEEE have developed separate curricular guidelines for disciplines in computer engineering, computer science, information systems, information technology, and software engineering. Our analysis of the guidelines shows that they contain a large amount of mathematical courses. We offer a “reverse” approach to curricular guidelines development where we introduce engineering components in the existing curriculum with intensified mathematical training. In the Russian Federation, we may use the “Applied Mathematics and Informatics” standard for these purposes. Our comparative analysis of body of knowledge cores for four disciplines (except computer engineering) shows that these core areas are entirely accommodated in the core of the Russian standard. We believe that mathematical culture provides long-term efficient professional activity of graduates.