## Materials Similar to *The use of ACER to develop and analyze student responses to expectation value problems*

*41%*:**Students' choices when solving expectation value problems***40%*:**Changes in students’ problem-solving strategies in a course that includes context-rich, multifaceted problems***37%*:**Effect of Problem Solutions on Students' Reasoning Patterns on Conceptual Physics Problems***36%*:**Students’ Difficulties in Transfer of Problem Solving Across Representations***35%*:**Towards an Understanding of How Students Use Representations In Physics Problem Solving***35%*:**Assessing students’ epistemic logic using clause topics during problem comparison***35%*:**Student responses to chain rule problems in thermodynamics***34%*:**Student difficulties with determining expectation values in quantum mechanics***34%*:**Strong preference among graduate student teaching assistants for problems that are broken into parts for their students overshadows development of self-reliance in problem-solving***32%*:**Influence of visual cueing and outcome feedback on students’ visual attention during problem solving***32%*:**Transferability and specialization: analyzing STEM students’ perspectives of problem-solving***32%*:**Should students be provided diagrams or asked to draw them while solving introductory physics problems?***32%*:**Tracking the referent system to understand students' math modeling processes***31%*:**Examination of Students’ Self-monitoring in Problem Solving***31%*:**Network Analysis of Students' Representation Use in Problem Solving***31%*:**Assessing students' ability to solve introductory physics problems using integrals in symbolic and graphical representations***31%*:**Problem Solving and Motivation – Getting our Students in Flow***31%*:**Student difficulties with quantum states while translating state vectors in Dirac notation to wave functions in position and momentum representations***31%*:**Investigate Students’ use of Boundary Conditions using Symbolic Forms**