*33%*:**Assessing students' ability to solve introductory physics problems using integrals in symbolic and graphical representations***30%*:**The Use of Multiple Representations and Visualizations in Student Learning of Introductory Physics: An Example from Work and Energy***29%*:**Towards an Understanding of How Students Use Representations In Physics Problem Solving***28%*:**Representation issues: Using mathematics in upper-division physics***28%*:**Using Student Notecards as an Epistemological Lens***27%*:**Adapting a theoretical framework for characterizing students' use of equations in physics problem solving***26%*:**Student Interpretation of the Signs of Definite Integrals Using Graphical Representations***26%*:**Making sense of quantum operators, eigenstates and quantum measurements***26%*:**Student Understanding of Cross Product Direction and Use of Right-Hand Rules: An Exploration of Representation and Context-Dependence***26%*:**Assessing studentsâ€™ epistemic logic using clause topics during problem comparison***25%*:**Analytic framework for studentsâ€™ use of mathematics in upper-division physics***25%*:**Multiple Representations and Epistemic Games in Introductory Physics Exam Solutions***24%*:**A Cognitive Framework for Analyzing and Describing Introductory Students' Use and Understanding of Mathematics in Physics***24%*:**Using cognitive apprenticeship framework and multiple-possibility problems to enhance epistemic cognition***24%*:**Student difficulties in translating between mathematical and graphical representations in introductory physics***23%*:**Case Study: Students' Use of Multiple Representations in Problem Solving***23%*:**Student Representational Competence and the Role of Instructional Environment in Introductory Physics***23%*:**Studentsâ€™ Difficulties in Transfer of Problem Solving Across Representations***23%*:**Representation use and strategy choice in physics problem solving**