*51%*:**Vector Addition: Effect of the Context and Position of the Vectors***50%*:**Investigation of Students’ Preconceptions and Difficulties with the Vector Direction Concept at a Mexican University***49%*:**Students' Difficulties in Interpreting the Torque Vector in a Physical Situation***44%*:**MIT Physics 8.02: Vector Fields Visualizations - Cross Product of Two Vectors***44%*:**Testing Students’ Understanding of Vector Concepts***43%*:**Illuminations: Learning About Properties of Vectors and Vector Sums Using Dynamic Software***43%*:**Modular Approach to Physics: Vector Addition Practice - Three Vectors***41%*:**Comparing Student Use of Mathematical and Physical Vector Representations***41%*:**Maximum Likelihood Estimation (MLE) of students’ understanding of vector subtraction***41%*:**Student Difficulties with Trigonometric Vector Components Persist in Multiple Student Populations***40%*:**A research-based approach to improving student understanding of the vector nature of kinematical concepts***39%*:**Initial understanding of vector concepts among students in introductory physics courses***39%*:**Writing Position Vectors in 3-d Space: A Student Difficulty With Spherical Unit Vectors in Intermediate E&M***38%*:**Student Preconceptions about Vector Kinematics***37%*:**Students' Conceptions About the Vector Characteristics of Three Physics Concepts***37%*:**The vector knowledge of beginning physics students***37%*:**Arrows as anchors: Conceptual blending and student use of electric field vector arrows***37%*:**Arrows as anchors: Conceptual blending and student use of electric field vector arrows***36%*:**Students’ Responses to Different Representations of a Vector Addition Question**