login - create an account - help

• AAPT ComPADRE
• Events
• Collaborate
• About
• Contact Us

Materials Similar to Representation issues: Using mathematics in upper-division physics

• 58%: Standing fast: Translation among durable representations using evanescent representations in upper-division problem solving
• 49%: Graphical representations of vector functions in upper-division E&M
• 43%: Using Johnson-Laird's cognitive framework of sense-making to characterize engineering students' mental representations in kinematics
• 43%: Analytic framework for students’ use of mathematics in upper-division physics
• 42%: Assessing students' ability to solve introductory physics problems using integrals in symbolic and graphical representations
• 40%: Student Perspectives on Using Clickers in Upper-division Physics Courses
• 40%: A Research-Based Approach to Assessing Student Learning Issues in Upper-Division Electricity & Magnetism
• 38%: Observations on student difficulties with mathematics in upper-division electricity and magnetism
• 38%: Revealing Differences Between Curricula Using the Colorado Upper-Division Electrostatics Diagnostic
• 38%: Using student-generated content to engage students in upper-division quantum mechanics
• 37%: Student Interpretation of the Signs of Definite Integrals Using Graphical Representations
• 37%: Nesting in graphical representations in physics
• 35%: Representations of partial derivatives in thermodynamics
• 35%: The Use of Multiple Representations and Visualizations in Student Learning of Introductory Physics: An Example from Work and Energy
• 35%: Representations for a spins-first approach to quantum mechanics
• 35%: Algebra-Based Students and Vector Representations: Arrow vs. ijk
• 34%: Representation use and strategy choice in physics problem solving
• 34%: Representing energy. II. Energy tracking representations
• 34%: Role of Multiple Representations in Physics Problem Solving