*43%*:**To use or not to use diagrams: The effect of drawing a diagram in solving introductory physics problems***36%*:**Changes in studentsâ€™ problem-solving strategies in a course that includes context-rich, multifaceted problems***36%*:**Should students be provided diagrams or asked to draw them while solving introductory physics problems?***34%*:**A good diagram is valuable despite the choice of a mathematical approach to problem solving***29%*:**Using Multiple-Possibility Physics Problems in Introductory Physics Courses***29%*:**How prompting force diagrams discourages student use of adaptive problem-solving shortcuts***29%*:**Synthesis problems: role of mathematical complexity in students' problem solving strategies***29%*:**Standing fast: Translation among durable representations using evanescent representations in upper-division problem solving***27%*:**Assessing students' ability to solve introductory physics problems using integrals in symbolic and graphical representations***27%*:**Using multimedia learning modules in a hybrid-online course in electricity and magnetism***25%*:**Using qualitative problem-solving strategies to highlight the role of conceptual knowledge in solving problems***25%*:**Assessing studentsâ€™ epistemic logic using clause topics during problem comparison***25%*:**Role of Multiple Representations in Physics Problem Solving***25%*:**Using a parachute course to retain students in introductory physics courses***24%*:**Representation use and strategy choice in physics problem solving***24%*:**Comparing Physics and Math Problems***24%*:**Categorization of Mechanics Problems by Students in Large Introductory Physics Courses: A Comparison with the Chi, Feltovich, and Glaser Study***24%*:**Strong preference among graduate student teaching assistants for problems that are broken into parts for their students overshadows development of self-reliance in problem-solving***24%*:**Comparing Unprompted and Prompted Student-Generated Diagrams**