*46%*:**Changes in students’ problem-solving strategies in a course that includes context-rich, multifaceted problems***46%*:**Student Understanding of Cross Product Direction and Use of Right-Hand Rules: An Exploration of Representation and Context-Dependence***36%*:**Towards an Understanding of How Students Use Representations In Physics Problem Solving***33%*:**Students’ Understanding of the Concepts of Vector Components and Vector Products***33%*:**Student Epistemology About Mathematical Integration In A Physics Context: A Case Study***33%*:**Investigating student understanding of basic quantum mechanics in the context of time-dependent perturbation theory***33%*:**Should students be provided diagrams or asked to draw them while solving introductory physics problems?***33%*:**Students' understanding and application of the area under the curve concept in physics problems***32%*:**Assessing students' ability to solve introductory physics problems using integrals in symbolic and graphical representations***32%*:**Effect of Problem Solutions on Students' Reasoning Patterns on Conceptual Physics Problems***31%*:**The Use of Multiple Representations and Visualizations in Student Learning of Introductory Physics: An Example from Work and Energy***31%*:**Representational task formats and problem solving strategies in kinematics and work***31%*:**Contrasting students’ understanding of electric field and electric force***30%*:**Student's understanding of voltage in simple parallel electric circuits***30%*:**Students' understanding of voltage in simple series electric circuits***29%*:**Examining Student Responses for Meaningful Understanding in the Context of Wavefront Aberrometry***29%*:**Further investigation of examining students understanding of Lenz's law and Faraday's law***29%*:**Testing Students’ Understanding of Vector Concepts***29%*:**Conceptual Understanding of Resistive Electric Circuits Among First-year Engineering Students**