## Materials Similar to *Mathematical vs. Conceptual Understanding: Where Do We Draw The Line?*

*39%*:**Using conceptual blending to describe how students use mathematical integrals in physics***33%*:**Considering factors beyond transfer of conceptual knowledge***33%*:**Transfer Of Argumentation Skills In Conceptual Physics Problem Solving***31%*:**Student Understanding of the Physics and Mathematics of Process Variables in P-V Diagrams***30%*:**Applying Conceptual Conflict Strategies in the Learning of the Energy Concept***30%*:**Measuring Conceptual Change in College Students' Understanding of Lunar Phases***30%*:**Is Conceptual Understanding Compromised By A Problem- Solving Emphasis In An Introductory Physics Course?***29%*:**The Effect of Practical Work on Students' Understanding of Combustion***29%*:**Studentsâ€™ Conceptual Understanding of Quantum Physics in College Level Classroom Environments***29%*:**Assessing the impact of a computer simulation in conjunction with Tutorials in Introductory Physics on conceptual understanding***29%*:**Using examples and analogies to remediate misconceptions in physics: Factors influencing conceptual change***28%*:**Conceptual teaching and quantitative problem solving: friends or foes?***28%*:**Effect of explicit problem solving instruction on high school students' problem-solving performance and conceptual understanding of physics***28%*:**Using the Microcomputer-Based Laboratory to Improve Student Conceptual Understanding in Physics***28%*:**How Do Students Learn to Apply their Mathematical Knowledge to Interpret Graphs in Physics?***28%*:**The Impact of the History of Physics on Student Attitude and Conceptual Understanding of Physics***28%*:**Comparing Student Conceptual Understanding of Thermodynamics in Physics and Engineering***27%*:**Problem Solving and Conceptual Understanding***27%*:**Avoiding Reflex Responses: Strategies for Revealing Students' Conceptual Understanding in Biology**