{"title":"比率表:理解比率的工具","authors":"Philip Southey","doi":"10.1119/perc.2019.pr.southey","DOIUrl":null,"url":null,"abstract":"Arnold Arons described an inadequate understanding of ratios as “one of the most serious impediments to the study of science” [1]. Yet ample math and physics education research demonstrates that STEM university students struggle with ratios. For example, students are familiar with the notion of “meters per second”","PeriodicalId":208063,"journal":{"name":"2019 Physics Education Research Conference Proceedings","volume":"12 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2020-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The Ratio Table: a tool for understanding ratios\",\"authors\":\"Philip Southey\",\"doi\":\"10.1119/perc.2019.pr.southey\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Arnold Arons described an inadequate understanding of ratios as “one of the most serious impediments to the study of science” [1]. Yet ample math and physics education research demonstrates that STEM university students struggle with ratios. For example, students are familiar with the notion of “meters per second”\",\"PeriodicalId\":208063,\"journal\":{\"name\":\"2019 Physics Education Research Conference Proceedings\",\"volume\":\"12 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2020-01-08\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"2019 Physics Education Research Conference Proceedings\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1119/perc.2019.pr.southey\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"2019 Physics Education Research Conference Proceedings","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1119/perc.2019.pr.southey","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Arnold Arons described an inadequate understanding of ratios as “one of the most serious impediments to the study of science” [1]. Yet ample math and physics education research demonstrates that STEM university students struggle with ratios. For example, students are familiar with the notion of “meters per second”
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