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In studies involving nearly 1000 students we have found that numeric
versions of certain questions have averages that are almost 50%
higher than equivalent symbolic versions. Analysis of students'
written work as well as student interviews suggests that this effect
is related to confusion about the meaning of symbols. I will begin
by describing how the structure of numeric solutions aids students
in correctly answering physics questions and then discuss the ways
in which symbolic questions impose greater cognitive demands on
students than do numeric questions. I will conclude by discussing
connections between student performance on numeric and symbolic
questions, and overall success in physics.
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