Materials Similar to Just Math: A New Epistemic Frame
- 55%: Tracking the referent system to understand students' math modeling processes
- 45%: Symbols: Weapons of Math Destruction
- 45%: Evidence of Embodied Cognition Via Speech and Gesture Complementarity
- 44%: Arrows as anchors: Conceptual blending and student use of electric field vector arrows
- 43%: Case Study: Students' Use of Multiple Representations in Problem Solving
- 43%: The Use of Representations in Evidence-Based and Non-Evidence-Based Physics Activities
- 42%: Is Instructional Emphasis on the Use of Non-Mathematical Representations Worth the Effort?
- 42%: Expert and Novice Use of Multiple Representations During Physics Problem Solving
- 42%: Sense-making with Inscriptions in Quantum Mechanics
- 41%: Procedural Resource Creation in Intermediate Mechanics
- 41%: Representing energy. I. Representing a substance ontology for energy
- 41%: Nesting in graphical representations in physics
- 41%: “Because math”: Epistemological stance or defusing social tension in quantum mechanics?
- 41%: The use of ACER to develop and analyze student responses to expectation value problems
- 40%: Identification of a shared answer-making epistemic game in a group context
- 40%: Coordinating epistemic frames in informal physics: Agency, support, and technology
- 39%: Representing energy. II. Energy tracking representations
- 39%: Student Interactions Leading to Learning and Transfer: A Participationist Perspective
- 39%: Assessing students’ epistemic logic using clause topics during problem comparison
