{"record_type":"pith_number_record","schema_url":"https://pith.science/schemas/pith-number/v1.json","pith_number":"pith:2006:XKDFRGCFHIXQH6AYYCRSEPOEKL","short_pith_number":"pith:XKDFRGCF","schema_version":"1.0","canonical_sha256":"ba865898453a2f03f818c0a3223dc452e531cfd63cb458a6758f37c6ae4d5cec","source":{"kind":"arxiv","id":"physics/0608268","version":1},"attestation_state":"computed","paper":{"title":"Problem Solving and the Use of Math in Physics Courses","license":"","headline":"","cross_cats":[],"primary_cat":"physics.ed-ph","authors_text":"Edward F. Redish","submitted_at":"2006-08-27T15:20:55Z","abstract_excerpt":"Mathematics is an essential element of physics problem solving, but experts often fail to appreciate exactly how they use it. Math may be the language of science, but math-in-physics is a distinct dialect of that language. Physicists tend to blend conceptual physics with mathematical symbolism in a way that profoundly affects the way equations are used and interpreted. Research with university physics students in classes from algebra-based introductory physics indicates that the gap between what students think they are supposed to be doing and what their instructors expect them to do can cause"},"verification_status":{"content_addressed":true,"pith_receipt":true,"author_attested":false,"weak_author_claims":0,"strong_author_claims":0,"externally_anchored":false,"storage_verified":false,"citation_signatures":0,"replication_records":0,"graph_snapshot":true,"references_resolved":false,"formal_links_present":false},"canonical_record":{"source":{"id":"physics/0608268","kind":"arxiv","version":1},"metadata":{"license":"","primary_cat":"physics.ed-ph","submitted_at":"2006-08-27T15:20:55Z","cross_cats_sorted":[],"title_canon_sha256":"a29904809b977c26102a9e9b617608db03d15aede92d7888f05b2267b4346d37","abstract_canon_sha256":"4d7307ffd849c403c2c2ecfd739485f0f9dfd99732278ce4e5b6fa5527dfd527"},"schema_version":"1.0"},"receipt":{"kind":"pith_receipt","key_id":"pith-v1-2026-05","algorithm":"ed25519","signed_at":"2026-07-04T14:56:41.717819Z","signature_b64":"di9Lzjb/UC6hJzrklzOhUNJwte6lHr5Gf2bCFZIAnOREJLdE9Tvc10AcpMUymtnz/7gYvjKACpZF34Bmi+6pAA==","signed_message":"canonical_sha256_bytes","builder_version":"pith-number-builder-2026-05-17-v1","receipt_version":"0.3","canonical_sha256":"ba865898453a2f03f818c0a3223dc452e531cfd63cb458a6758f37c6ae4d5cec","last_reissued_at":"2026-07-04T14:56:41.717364Z","signature_status":"signed_v1","first_computed_at":"2026-07-04T14:56:41.717364Z","public_key_fingerprint":"8d4b5ee74e4693bcd1df2446408b0d54"},"graph_snapshot":{"paper":{"title":"Problem Solving and the Use of Math in Physics Courses","license":"","headline":"","cross_cats":[],"primary_cat":"physics.ed-ph","authors_text":"Edward F. Redish","submitted_at":"2006-08-27T15:20:55Z","abstract_excerpt":"Mathematics is an essential element of physics problem solving, but experts often fail to appreciate exactly how they use it. Math may be the language of science, but math-in-physics is a distinct dialect of that language. Physicists tend to blend conceptual physics with mathematical symbolism in a way that profoundly affects the way equations are used and interpreted. Research with university physics students in classes from algebra-based introductory physics indicates that the gap between what students think they are supposed to be doing and what their instructors expect them to do can cause"},"claims":{"count":0,"items":[],"snapshot_sha256":"258153158e38e3291e3d48162225fcdb2d5a3ed65a07baac614ab91432fd4f57"},"source":{"id":"physics/0608268","kind":"arxiv","version":1},"verdict":{"id":null,"model_set":{},"created_at":null,"strongest_claim":"","one_line_summary":"","pipeline_version":null,"weakest_assumption":"","pith_extraction_headline":""},"integrity":{"clean":true,"summary":{"advisory":0,"critical":0,"by_detector":{},"informational":0},"endpoint":"/pith/physics/0608268/integrity.json","findings":[],"available":true,"detectors_run":[],"snapshot_sha256":"c28c3603d3b5d939e8dc4c7e95fa8dfce3d595e45f758748cecf8e644a296938"},"references":{"count":0,"sample":[],"resolved_work":0,"snapshot_sha256":"258153158e38e3291e3d48162225fcdb2d5a3ed65a07baac614ab91432fd4f57","internal_anchors":0},"formal_canon":{"evidence_count":0,"snapshot_sha256":"258153158e38e3291e3d48162225fcdb2d5a3ed65a07baac614ab91432fd4f57"},"author_claims":{"count":0,"strong_count":0,"snapshot_sha256":"258153158e38e3291e3d48162225fcdb2d5a3ed65a07baac614ab91432fd4f57"},"builder_version":"pith-number-builder-2026-05-17-v1"},"aliases":[{"alias_kind":"arxiv","alias_value":"physics/0608268","created_at":"2026-07-04T14:56:41.717431+00:00"},{"alias_kind":"arxiv_version","alias_value":"physics/0608268v1","created_at":"2026-07-04T14:56:41.717431+00:00"},{"alias_kind":"doi","alias_value":"10.48550/arxiv.physics/0608268","created_at":"2026-07-04T14:56:41.717431+00:00"},{"alias_kind":"pith_short_12","alias_value":"XKDFRGCFHIXQ","created_at":"2026-07-04T14:56:41.717431+00:00"},{"alias_kind":"pith_short_16","alias_value":"XKDFRGCFHIXQH6AY","created_at":"2026-07-04T14:56:41.717431+00:00"},{"alias_kind":"pith_short_8","alias_value":"XKDFRGCF","created_at":"2026-07-04T14:56:41.717431+00:00"}],"events":[],"event_summary":{},"paper_claims":[],"inbound_citations":{"count":1,"internal_anchor_count":1,"sample":[{"citing_arxiv_id":"2411.14605","citing_title":"The effect of color-coding on students' perception of learning in introductory mechanics","ref_index":1,"is_internal_anchor":true}]},"formal_canon":{"evidence_count":0,"sample":[],"anchors":[]},"links":{"html":"https://pith.science/pith/XKDFRGCFHIXQH6AYYCRSEPOEKL","json":"https://pith.science/pith/XKDFRGCFHIXQH6AYYCRSEPOEKL.json","graph_json":"https://pith.science/api/pith-number/XKDFRGCFHIXQH6AYYCRSEPOEKL/graph.json","events_json":"https://pith.science/api/pith-number/XKDFRGCFHIXQH6AYYCRSEPOEKL/events.json","paper":"https://pith.science/paper/XKDFRGCF"},"agent_actions":{"view_html":"https://pith.science/pith/XKDFRGCFHIXQH6AYYCRSEPOEKL","download_json":"https://pith.science/pith/XKDFRGCFHIXQH6AYYCRSEPOEKL.json","view_paper":"https://pith.science/paper/XKDFRGCF","resolve_alias":"https://pith.science/api/pith-number/resolve?arxiv=physics/0608268&json=true","fetch_graph":"https://pith.science/api/pith-number/XKDFRGCFHIXQH6AYYCRSEPOEKL/graph.json","fetch_events":"https://pith.science/api/pith-number/XKDFRGCFHIXQH6AYYCRSEPOEKL/events.json","actions":{"anchor_timestamp":"https://pith.science/pith/XKDFRGCFHIXQH6AYYCRSEPOEKL/action/timestamp_anchor","attest_storage":"https://pith.science/pith/XKDFRGCFHIXQH6AYYCRSEPOEKL/action/storage_attestation","attest_author":"https://pith.science/pith/XKDFRGCFHIXQH6AYYCRSEPOEKL/action/author_attestation","sign_citation":"https://pith.science/pith/XKDFRGCFHIXQH6AYYCRSEPOEKL/action/citation_signature","submit_replication":"https://pith.science/pith/XKDFRGCFHIXQH6AYYCRSEPOEKL/action/replication_record"}},"created_at":"2026-07-04T14:56:41.717431+00:00","updated_at":"2026-07-04T14:56:41.717431+00:00"}