*89%*:**Student Difficulties with Graphical Representations of Negative Values of Velocity***70%*:**Student difficulties in translating between mathematical and graphical representations in introductory physics***63%*:**An Interdisciplinary Investigation of Student Ability to Connect Particulate and Macroscopic Representations of a Gas***61%*:**Relationship between students' conceptual knowledge and study strategies-part I: student learning in physics***61%*:**Investigation of Studentsâ€™ Preconceptions and Difficulties with the Vector Direction Concept at a Mexican University***59%*:**Effects of Representation on Students Solving Physics Problems: A Fine-Grained Characterization***59%*:**Improving studentsâ€™ understanding of quantum measurement. I. Investigation of difficulties***59%*:**Student difficulties with representations of quantum operators corresponding to observables***56%*:**Student Interpretation of the Signs of Definite Integrals Using Graphical Representations***55%*:**Studentsâ€™ Difficulties in Transfer of Problem Solving Across Representations***55%*:**Assessing students' ability to solve introductory physics problems using integrals in symbolic and graphical representations***54%*:**Research as a Guide for Curriculum Development: An Example from Introductory Electricity. Part I: Investigation of Student Understanding***54%*:**Student difficulties with quantum states while translating state vectors in Dirac notation to wave functions in position and momentum representations***48%*:**The kinds of mental representations - models, propositions and images - used by college physics students regarding the concept of field***48%*:**An investigation of student understanding of single-slit diffraction and double-slit interference***48%*:**Confusion by representation: On student's comprehension of the electric field concept***46%*:**An Investigation of Student Understanding of Basic Concepts in Special Relativity***46%*:**Students' difficulties with unit vectors and scalar multiplication of a vector***46%*:**Students' difficulties with equations involving circuit elements**