*33%*:**Assessing students' ability to solve introductory physics problems using integrals in symbolic and graphical representations***30%*:**The Use of Multiple Representations and Visualizations in Student Learning of Introductory Physics: An Example from Work and Energy***30%*:**“So it’s the same equation...”: A blending analysis of student reasoning with functions in kinematics***29%*:**Towards an Understanding of How Students Use Representations In Physics Problem Solving***29%*:**Algebra-Based Students and Vector Representations: Arrow vs. ijk***29%*:**Sense-making with Inscriptions in Quantum Mechanics***29%*:**Student perspective of and experience with sense-making: a case study***28%*:**Representation issues: Using mathematics in upper-division physics***28%*:**Using Student Notecards as an Epistemological Lens***27%*:**Student sense-making on homework in a sophomore mechanics course***27%*:**A framework for curriculum design to support mathematical sense making***27%*:**Adapting a theoretical framework for characterizing students' use of equations in physics problem solving***26%*:**Student Interpretation of the Signs of Definite Integrals Using Graphical Representations***26%*:**Making sense of quantum operators, eigenstates and quantum measurements***26%*:**Network Analysis of Students' Representation Use in Problem Solving***26%*:**Student Understanding of Cross Product Direction and Use of Right-Hand Rules: An Exploration of Representation and Context-Dependence***26%*:**Assessing students’ epistemic logic using clause topics during problem comparison***25%*:**Analytic framework for students’ use of mathematics in upper-division physics***25%*:**Student difficulties with quantum states while translating state vectors in Dirac notation to wave functions in position and momentum representations**