## 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**