*70%*:**A framework for curriculum design to support mathematical sense making***52%*:**Making Sense of How Students Come to an Understanding of Physics: An Example from Mechanical Waves***47%*:**Using Johnson-Laird's cognitive framework of sense-making to characterize engineering students' mental representations in kinematics***45%*:**Effects of Training Examples on Student Understanding of Force and Motion***42%*:**Making sense of quantum operators, eigenstates and quantum measurements***42%*:**Student perspective of and experience with sense-making: a case study***40%*:**Sense-making with Inscriptions in Quantum Mechanics***36%*:**Student sense-making on homework in a sophomore mechanics course***34%*:**Students’ Understanding of Density: A Cognitive Linguistics Perspective***34%*:**Nurturing sensemaking of, through, and with a mathematical model***33%*:**Examining Student Responses for Meaningful Understanding in the Context of Wavefront Aberrometry***33%*:**Evolution in students’ understanding of thermal physics with increasing complexity***32%*:**Reading Time as Evidence for Mental Models in Understanding Physics***32%*:**Upper-Level Physics Students’ Conceptions Of Understanding***32%*:**Using conceptual blending to describe how students use mathematical integrals in physics***32%*:**Physics students learning about abstract mathematical tools when engaging with “invisible” phenomena***31%*:**Students’ use of resources in understanding solar cells***31%*:**What the Integral Does: Physics Students' Efforts at Making Sense of Integration***31%*:**Tracking the referent system to understand students' math modeling processes**