  Many researchers and textbooks have promoted the use of rigid prescribed
strategies for encouraging development of expert-like problem-solving behavior
in novice students. The University of British Columbia's introductory
algebra-based course for non-physics majors uses Context-Rich problems with a
prescribed six-step strategy. We have coded audio recordings of group
problem-solving sessions to analyze students' epistemological framing based on
the implicit goal of their discussions. By treating the goal of "understanding
the physics of the situation" as sensemaking, we argue that prescribed
problem-solving prompts are not sufficient to induce subsequent sensemaking
discussion.
