Why College Students Can’t Count to 10 (And Why It Matters)
As a computer science instructor, I’ve spent years teaching concepts like binary logic and algorithmic thinking. But lately, I’ve encountered a problem so fundamental that it’s left me speechless: Many of my students can’t count to 10.
Let me clarify—these aren’t elementary schoolers learning arithmetic for the first time. These are college students enrolled in courses that require technical problem-solving. Yet when I ask them to convert numbers between decimal (base-10) and binary (base-2) systems—a basic prerequisite for understanding how computers work—the classroom often falls into confused silence. Students stare at their screens like I’ve asked them to translate Shakespeare into Klingon. Some struggle to count sequentially in decimal, let alone grasp the concept of a numbering system that uses only 0s and 1s.
This isn’t just an academic curiosity. It’s a crisis that exposes deeper flaws in how we teach—and value—mathematical literacy.
—
The Binary Counting Catastrophe
Let’s start with the basics. Binary counting is foundational for understanding how computers process information. In a world run by algorithms and AI, this should be as essential as learning the alphabet. But here’s what happens in my classroom:
1. “Wait, why does binary only use 0 and 1?”
Students often assume binary is a “secret code” rather than a logical system. When I explain that it represents electrical states (off/on) in circuits, their eyes glaze over. The disconnect between abstract math and real-world applications becomes painfully clear.
2. Counting on Their Fingers—Literally
During a recent exercise, I asked students to count from 0 to 15 in binary. One student raised their hand and said, “But how do I write numbers higher than 1?” Another tried to count by alternating 0 and 1 (0, 1, 0, 1…) and insisted they’d “followed the pattern.” Even in decimal, some stumble after 7 or 8, pausing to mentally verify each number.
3. “Why Do We Need This?”
The most heartbreaking question isn’t about the math itself—it’s about relevance. Students who’ve been conditioned to view math as a series of memorized steps can’t connect binary counting to programming, cybersecurity, or even everyday tech like Wi-Fi routers.
—
Why Is This Happening?
The problem isn’t laziness or lack of intelligence. It’s systemic. Here’s where things break down:
1. K-12 Math: A Mile Wide, an Inch Deep
Modern math education prioritizes breadth over depth. Students learn to “cover” topics like fractions and algebra but rarely master core skills. Many arrive at college without truly understanding place value—the idea that a “3” in the tens place represents 30, not 3. If you don’t grasp this in decimal, binary becomes impossible.
2. Calculator Dependency
From middle school onward, students use calculators for basic operations. While tools are useful, overreliance erodes number sense. I’ve seen students reach for their phones to calculate 10 – 3. When mental math feels optional, counting itself becomes a foreign concept.
3. Fear of Failure
Math anxiety starts early. By college, many students have internalized the belief that they’re “bad at math.” This creates a vicious cycle: Avoidance leads to skill gaps, which fuel further anxiety. In computer science, where math is unavoidable, this anxiety amplifies.
4. Pandemic Learning Loss
Remote learning during COVID-19 exacerbated existing gaps. Students missed hands-on practice with manipulatives (like base-10 blocks) that build number sense. Without tactile experiences, abstract concepts like binary remain unanchored.
—
Bridging the Gap: What Can We Do?
Fixing this requires more than remedial math classes. It demands a cultural shift in how we approach numeracy.
1. Rebuild Number Sense Early
Elementary schools need to focus less on timed multiplication drills and more on conceptual understanding. Games that teach place value (e.g., using poker chips to represent binary digits) can make math tactile and engaging.
2. Integrate Math with Real-World Contexts
Students dismiss math as “useless” because we rarely show them its applications. Teach binary by exploring how it powers text messages (ASCII codes) or video game graphics. Connect decimal skills to budgeting or cooking measurements.
3. Normalize Struggle
Math is hard—and that’s okay. Create classrooms where mistakes are part of the process. When I share my own coding errors (e.g., mixing up binary and decimal values), students relax and ask more questions.
4. Use Analogies That Stick
Comparing binary to light switches (on/off) or Morse code (dots/dashes) helps students visualize abstract systems. For decimal struggles, relate counting to musical beats or sports scores.
5. Advocate for Policy Changes
Schools need smaller math class sizes and teacher training focused on conceptual mastery. Legislators should fund programs that blend math with tech literacy, starting in middle school.
—
The Bigger Picture
This isn’t just about binary numbers or computer science enrollments. It’s about preparing a generation to navigate a data-driven world. When students can’t count to 10 reliably, they’re at risk of:
– Misunderstanding statistics in news articles
– Falling for financial scams (e.g., loan interest rates)
– Struggling with basic tech troubleshooting
As educators, we’re not just teaching math—we’re teaching critical thinking. Let’s stop blaming students for gaps they didn’t create and start rebuilding the foundations they deserve. After all, if you can’t count, you can’t code. And if you can’t code, you can’t compete in the 21st century.
Please indicate: Thinking In Educating » Why College Students Can’t Count to 10 (And Why It Matters)