DEVELOPING A CONCEPTUAL FRAMEWORK FOR STUDENTS' UNDERSTANDING OF CROSS PRODUCT.

This study uses data from 434 students to explore how they think about vectors, and cross products in particular, by analyzing student responses to open-ended questions from an online, conceptuallyoriented, multivariable calculus cross product activity. We identify several categories that could outline a conceptual framework of student understanding of vectors and cross product. The analysis also identifies common transitional conceptualizations evidenced in student responses. [ABSTRACT FROM AUTHOR]

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