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Materials Similar to Student Views of Similarity between Math and Physics Problems

• 61%: Students’ Views of Math and Physics Problems: Structure vs. Content
• 57%: Changes in students’ problem-solving strategies in a course that includes context-rich, multifaceted problems
• 56%: Relationship between students' conceptual knowledge and study strategies-part I: student learning in physics
• 56%: Strong preference among graduate student teaching assistants for problems that are broken into parts for their students overshadows development of self-reliance in problem-solving
• 51%: Effect of Problem Solutions on Students' Reasoning Patterns on Conceptual Physics Problems
• 48%: Contextual details, cognitive demand and kinematic concepts: exploring concepts and characteristics of student-generated problems in a university physics course
• 47%: Reading between the lines: lab reports help high school students develop abilities to identify and evaluate assumptions
• 46%: Comparing Physics and Math Problems
• 46%: Synthesis problems: role of mathematical complexity in students' problem solving strategies
• 45%: Students' understanding and application of the area under the curve concept in physics problems
• 45%: Examination of Students’ Self-monitoring in Problem Solving
• 45%: Effects of Argumentation Scaffolds on Student Performance on Conceptual Physics Problems
• 44%: Assessing student expertise in introductory physics with isomorphic problems. II. Effect of some potential factors on problem solving and transfer
• 44%: Assessing student expertise in introductory physics with isomorphic problems. I. Performance on nonintuitive problem pair from introductory physics
• 42%: Categorization of Mechanics Problems by Students in Large Introductory Physics Courses: A Comparison with the Chi, Feltovich, and Glaser Study
• 42%: How prompting force diagrams discourages student use of adaptive problem-solving shortcuts
• 41%: Should students be provided diagrams or asked to draw them while solving introductory physics problems?
• 41%: Assessing students’ epistemic logic using clause topics during problem comparison
• 40%: Assessing students' ability to solve introductory physics problems using integrals in symbolic and graphical representations