Materials Similar to Symbols: Weapons of Math Destruction
- 35%: Expert-Novice Differences on a Recognition Memory Test of Physics Diagrams
- 33%: Case Study: Students' Use of Multiple Representations in Problem Solving
- 33%: The Effect of Field Representation on Student Responses to Magnetic Force Questions
- 32%: Expert and Novice Use of Multiple Representations During Physics Problem Solving
- 32%: Evidence of Embodied Cognition Via Speech and Gesture Complementarity
- 32%: Just Math: A New Epistemic Frame
- 31%: Students’ Views of Math and Physics Problems: Structure vs. Content
- 31%: Exploring the role of physics representations: an illustrative example from students sharing knowledge about refraction
- 31%: Attending to emotion in a metaphor for success in physics with poetic analysis
- 30%: Is Instructional Emphasis on the Use of Non-Mathematical Representations Worth the Effort?
- 28%: "Surprisingly, there is an actual physical application…" Student understanding in Math Methods
- 28%: The Use of Representations in Evidence-Based and Non-Evidence-Based Physics Activities
- 27%: Comparing Physics and Math Problems
- 27%: Cultural Models of Teaching and Learning in Math and Science: Exploring the Intersections of Culture, Cognition, and Pedagogical Situations
- 26%: Analyzing problem solving using math in physics: Epistemological framing via warrants
- 26%: Student Views of Similarity between Math and Physics Problems
- 26%: Issues and Progress in Transforming a Middle-division Classical Mechanics/Math Methods Course
- 26%: Physics Career Intentions: The Effect of Physics Identity, Math Identity, and Gender
- 25%: Negative quantities in mechanics: a fine-grained math and physics conceptual blend?
