Materials Similar to Algebra-Based Students and Vector Representations: Arrow vs. ijk
- 85%: Algebra-Based Students & Vectors: Assessing Physical Understanding in Arrow vs ijk
- 82%: Algebra-Based Students & Vectors: Can ijk Coaching Improve Arrow Subtraction?
- 45%: Arrows as anchors: Conceptual blending and student use of electric field vector arrows
- 44%: Student difficulties with quantum states while translating state vectors in Dirac notation to wave functions in position and momentum representations
- 41%: The Use of Multiple Representations and Visualizations in Student Learning of Introductory Physics: An Example from Work and Energy
- 38%: Comparing Student Use of Mathematical and Physical Vector Representations
- 38%: Towards an Understanding of How Students Use Representations In Physics Problem Solving
- 38%: Using Johnson-Laird's cognitive framework of sense-making to characterize engineering students' mental representations in kinematics
- 37%: Students’ Responses to Different Representations of a Vector Addition Question
- 37%: Network Analysis of Students' Representation Use in Problem Solving
- 36%: Assessing students' ability to solve introductory physics problems using integrals in symbolic and graphical representations
- 36%: Examining consistency of student errors in vector operations using module analysis
- 35%: Student Understanding of Cross Product Direction and Use of Right-Hand Rules: An Exploration of Representation and Context-Dependence
- 35%: Students' difficulties with unit vectors and scalar multiplication of a vector
- 35%: Exploring Student Learning Profiles in Algebra-based Studio Physics: A Person-Centered Approach
- 34%: Students’ Difficulties in Transfer of Problem Solving Across Representations
- 34%: A research-based approach to improving student understanding of the vector nature of kinematical concepts
- 34%: Student difficulties in translating between mathematical and graphical representations in introductory physics
- 34%: How the learning environment predicts male and female students’ motivational beliefs in algebra-based introductory physics courses