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We are interested in better understanding ways that students collaborate tosolve conceptual physics problems in the context of spherical unit vectors inupper-level E&M, especially problems that have been shown to be difficult forstudents to solve individually on their own, but which groups of students havebeen more successful at. Using think-aloud interviews with students in smallgroups, we ask them to solve together on a large whiteboard conceptual problemsfrom this E&M context. The interviews were video and audio recorded, andqualitatively analyzed using an emergent coding method and the resourcesframework. Through this analysis, we observed one common mechanism in all threegroup-interviews whereby students collaborated effectively: first one studentactivated a conceptual resource and expressed it, then another student took upthat idea, and finally the whole group together used that idea to move forwardwith the problem. This mechanism exemplifies a newer framework: sharedresources. We further analyzed students' collaboration through the lens ofshared resources and identified multiple instances. We propose that the sharedresources construct could be a potential tool to help understand how studentscollaborate in solving conceptual physics problems. In this paper, we reportour methodology and the results from one group interview to illustrate oneshared resource we identified and the role it played in helping studentscollaboratively solve the conceptual problem in this context. Future work andimplications for instruction are suggested.

Analyzing students collaboratively solving spherical unit vector problems in upper level E and M through a lens of shared resources