*58%*:**Changes in studentsâ€™ problem-solving strategies in a course that includes context-rich, multifaceted problems***54%*:**Contextualizing problem-solving strategies in physics-intensive PhD research***48%*:**Synthesis problems: role of mathematical complexity in students' problem solving strategies***44%*:**The Effects of Developing Kinematics Concepts Graphically Prior to Introducing Algebraic Problem Solving Techniques***44%*:**Standing fast: Translation among durable representations using evanescent representations in upper-division problem solving***44%*:**Meanings of the equals sign in upper-level undergraduate problem solving***43%*:**Representational Format, Student Choice, and Problem Solving in Physics***43%*:**Towards an Understanding of How Students Use Representations In Physics Problem Solving***42%*:**Facilitating Strategies for Solving Work-Energy Problems in Graphical and Equational Representations***41%*:**An Overview of Physics Education Research on Problem Solving***41%*:**How do they solve it? An insight into the learnerâ€™s approach to the mechanism of physics problem solving***41%*:**Bottlenecks in Solving Synthesis Problems***41%*:**Should students be provided diagrams or asked to draw them while solving introductory physics problems?***40%*:**Representation use and strategy choice in physics problem solving***40%*:**Effect of Problem Solutions on Students' Reasoning Patterns on Conceptual Physics Problems***40%*:**Network Analysis of Students' Representation Use in Problem Solving***39%*:**The Role of Work-energy Bar Charts as a Physical Representation in Problem Solving***39%*:**To use or not to use diagrams: The effect of drawing a diagram in solving introductory physics problems***39%*:**A good diagram is valuable despite the choice of a mathematical approach to problem solving**