## Materials Similar to *“Classical-ish”: Negotiating the Boundary between Classical and Quantum Particles*

*36%*:**Characterizing differences in students' epistemologies between classical and quantum physics***31%*:**“Because math”: Epistemological stance or defusing social tension in quantum mechanics?***31%*:**Student evaluation of more or better experimental data in classical and quantum mechanics***30%*:**Connection Between Participation in Interactive Learning Environment and Learning through Teamwork***29%*:**Student interpretations of uncertainty in classical and quantum mechanics experiments***28%*:**Sense-making with Inscriptions in Quantum Mechanics***28%*:**Student reasoning about sources of experimental measurement uncertainty in quantum versus classical mechanics***27%*:**The Influence of Student Understanding of Classical Physics When Learning Quantum Mechanics***26%*:**Students’ depictions of quantum mechanics: A contemporary review and some implications for research and teaching***25%*:**Do Our Words Really Matter? Case Studies from Quantum Mechanics***24%*:**Assessing students’ epistemic logic using clause topics during problem comparison***24%*:**Just Math: A New Epistemic Frame***24%*:**Potential relationship of epistemic games to group dynamics and learning orientations towards physics problem solving***23%*:**Student understanding of the angular momentum of classical particles***23%*:**Student difficulties with the number of distinct many-particle states for a system of non-interacting identical particles with a fixed number of available single-particle states***23%*:**Student understanding of quantum mechanical expectation values in two different curricula***22%*:**Students' dynamic geometric reasoning about quantum spin-1/2 states***22%*:**Student use of a material anchor for quantum wave functions***22%*:**Investigating the Influence of Visualization on Student Understanding of Quantum Superposition**