*55%*:**Tracking the referent system to understand students' math modeling processes***54%*:**Towards an Understanding of How Students Use Representations In Physics Problem Solving***47%*:**Using Johnson-Laird's cognitive framework of sense-making to characterize engineering students' mental representations in kinematics***46%*:**Adapting a theoretical framework for characterizing students' use of equations in physics problem solving***45%*:**Analytic framework for students’ use of mathematics in upper-division physics***42%*:**The Use of Multiple Representations and Visualizations in Student Learning of Introductory Physics: An Example from Work and Energy***42%*:**Towards characterizing the relationship between students' interest in and their beliefs about physics***42%*:**Students' understanding and application of the area under the curve concept in physics problems***42%*:**Effects of Argumentation Scaffolds on Student Performance on Conceptual Physics Problems***42%*:**Problematizing in inquiry-based labs: how students respond to unexpected results***41%*:**“So it’s the same equation...”: A blending analysis of student reasoning with functions in kinematics***41%*:**Teaching gravitational potential energy: Student interaction with surface manipulatives***41%*:**Using Conceptual Blending to model how we interpret computational models***41%*:**Analyzing students’ reasoning about the inverse-square law through the lens of dual processing theories***40%*:**Student Understanding of Cross Product Direction and Use of Right-Hand Rules: An Exploration of Representation and Context-Dependence***40%*:**Algebra-Based Students and Vector Representations: Arrow vs. ijk***40%*:**Student conceptual resources for understanding mechanical wave propagation***40%*:**Algebra-Based Students & Vectors: Can ijk Coaching Improve Arrow Subtraction?***40%*:**Towards understanding learning challenges involving sign conventions in introductory level kinematics**