Extending the theoretical framework of numeracy to engineers

Abstract

While students possess procedural knowledge associated with engineering calculations and calculus, they often exhibit a disconnect between the conceptual meaning of mathematics and the problem being solved. This conceptual understanding of what mathematics “says” is defined by the theoretical framework of numeracy. Many engineering numeracy studies have been conducted, but they lacked a unifying theoretical framework, a common lexicon, or formal definitions to connect related numeracy topics.