Work in progress - How do engineering students misunderstand number representations?

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

It is often taken for granted that students who pursue engineering in college are "numbers people" who excel at mathematics. We believe that there is reason to doubt this assumption based on our studies of student misconceptions in first and second year engineering students. We interviewed and tested undergraduates in electrical and computer engineering or in computer science at the University of Illinois at Urbana-Champaign who had just completed a first course in digital logic. These interviews and tests required students to solve problems relating to binary arithmetic and number base conversions. We present our early findings from these interviews and assessment tools.

Original languageEnglish (US)
Title of host publication40th Annual Frontiers in Education Conference
Subtitle of host publicationCelebrating Forty Years of Innovation, FIE 2010 - Conference Program
DOIs
StatePublished - Dec 1 2010
Event40th Annual Frontiers in Education Conference: Celebrating Forty Years of Innovation, FIE 2010 - Arlington, VA, United States
Duration: Oct 27 2010Oct 30 2010

Publication series

NameProceedings - Frontiers in Education Conference, FIE
ISSN (Print)1539-4565

Other

Other40th Annual Frontiers in Education Conference: Celebrating Forty Years of Innovation, FIE 2010
CountryUnited States
CityArlington, VA
Period10/27/1010/30/10

Keywords

  • Digital logic
  • Learning models
  • Mathematics misconceptions
  • Number representations

ASJC Scopus subject areas

  • Software
  • Education
  • Computer Science Applications

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  • Cite this

    Herman, G. L., Loui, M. C., & Zilles, C. (2010). Work in progress - How do engineering students misunderstand number representations? In 40th Annual Frontiers in Education Conference: Celebrating Forty Years of Innovation, FIE 2010 - Conference Program [5673585] (Proceedings - Frontiers in Education Conference, FIE). https://doi.org/10.1109/FIE.2010.5673585