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Materials Similar to Arrows as anchors: Conceptual blending and student use of electric field vector arrows

• 44%: Contrasting students’ understanding of electric field and electric force
• 44%: Algebra-Based Students and Vector Representations: Arrow vs. ijk
• 44%: Algebra-Based Students & Vectors: Can ijk Coaching Improve Arrow Subtraction?
• 41%: Using conceptual blending to describe how students use mathematical integrals in physics
• 40%: “So it’s the same equation...”: A blending analysis of student reasoning with functions in kinematics
• 35%: Student conceptual resources for understanding mechanical wave propagation
• 35%: Algebra-Based Students & Vectors: Assessing Physical Understanding in Arrow vs ijk
• 34%: Analyzing student understanding of vector field plots with respect to divergence
• 34%: Tracking the referent system to understand students' math modeling processes
• 33%: Student use of a material anchor for quantum wave functions
• 33%: The use of ACER to develop and analyze student responses to expectation value problems
• 33%: Using Conceptual Blending to model how we interpret computational models
• 33%: Analysis Of Shifts In Students' Reasoning Regarding Electric Field And Potential Concepts
• 33%: Student Understanding of Superposition: Vectors and Wave Functions
• 33%: Students’ conversion from electric field line diagrams to other representations
• 33%: The effect of similar surface features on students’ understanding of the interaction of charges with electric and magnetic fields
• 32%: Student difficulties with quantum states while translating state vectors in Dirac notation to wave functions in position and momentum representations
• 32%: Students’ use of conceptual resources for understanding superposition
• 31%: Students’ understanding of dot product as a projection in no-context, work and electric flux problems