login
-
create an account
-
help
AAPT ComPADRE
Events
Collaborate
About
Contact Us
home
»
Detail Page
» Similar Materials
Materials Similar to
Isolating approaches: How middle-division physics students coordinate forms and representations in complex algebra
38%
:
Algebra-Based Students and Vector Representations: Arrow vs. ijk
38%
:
Students’ use of symbolic forms when constructing equations of boundary conditions
36%
:
Towards an Understanding of How Students Use Representations In Physics Problem Solving
36%
:
Using Johnson-Laird's cognitive framework of sense-making to characterize engineering students' mental representations in kinematics
35%
:
Algebra-Based Students & Vectors: Can ijk Coaching Improve Arrow Subtraction?
35%
:
Introductory students’ attitudes and approaches to Physics problem solving: Major, achievement level and gender differences
34%
:
Students’ understanding of the concept of the electric field through conversions of multiple representations
33%
:
Students’ metarepresentational competence with matrix notation and Dirac notation in quantum mechanics
32%
:
The Use of Multiple Representations and Visualizations in Student Learning of Introductory Physics: An Example from Work and Energy
32%
:
Student difficulties with quantum states while translating state vectors in Dirac notation to wave functions in position and momentum representations
32%
:
Applying a symbolic forms lens to probability expressions in upper-division quantum mechanics
32%
:
Students’ difficulties with solving bound and scattering state problems in quantum mechanics
31%
:
Representation issues: Using mathematics in upper-division physics
31%
:
Tracking the referent system to understand students' math modeling processes
31%
:
Student Understanding of Cross Product Direction and Use of Right-Hand Rules: An Exploration of Representation and Context-Dependence
31%
:
Students’ productive strategies when generating graphical representations: An undergraduate laboratory case study
30%
:
Multiple Representations and Epistemic Games in Introductory Physics Exam Solutions
30%
:
Standing fast: Translation among durable representations using evanescent representations in upper-division problem solving
30%
:
Impact of problem context on students’ concept definition of an expectation value