*72%*:**Algebra-Based Students and Vector Representations: Arrow vs. ijk***68%*:**Algebra-Based Students & Vectors: Assessing Physical Understanding in Arrow vs ijk***40%*:**Arrows as anchors: Conceptual blending and student use of electric field vector arrows***32%*:**How substance-based ontologies for gravity can be productive: A case study***32%*:**Examining consistency of student errors in vector operations using module analysis***32%*:**Changes to equipotential diagrams to improve student ranking of electric potential***31%*:**Student difficulties with quantum states while translating state vectors in Dirac notation to wave functions in position and momentum representations***30%*:**Students' difficulties with unit vectors and scalar multiplication of a vector***30%*:**Exploring Student Learning Profiles in Algebra-based Studio Physics: A Person-Centered Approach***30%*:**Maximum Likelihood Estimation (MLE) of students’ understanding of vector subtraction***30%*:**A research-based approach to improving student understanding of the vector nature of kinematical concepts***30%*:**How the learning environment predicts male and female students’ motivational beliefs in algebra-based introductory physics courses***29%*:**Students' Perceptions of Case-Reuse Based Problem Solving in Algebra-Based Physics***29%*:**Student conceptual resources for understanding mechanical wave propagation***29%*:**“So it’s the same equation...”: A blending analysis of student reasoning with functions in kinematics***29%*:**Tracking the referent system to understand students' math modeling processes***28%*:**The Use of Multiple Representations and Visualizations in Student Learning of Introductory Physics: An Example from Work and Energy***28%*:**Exploring Student Difficulties With Observation Location***28%*:**The use of ACER to develop and analyze student responses to expectation value problems**