  Upper-division physics students spend much of their time solving problems. In
addition to their basic skills and background, their epistemic framing can form
an important part of their ability to learn physics from these problems.
Encouraging students to move toward productive framing may help them solve
problems. Thus, an instructor should understand the specifics of how student
have framed a problem and understand how her interaction with the students will
impact that framing. In this study we investigate epistemic framing of students
in problem solving situations where math is applied to physics. To analyze the
frames and changes in frames, we develop and use a two-axis framework involving
conceptual and algorithmic physics and math. We examine student and instructor
framing and the interactions of these frames over a range of problems in an
upper-division electromagnetic fields course. Within interactions, students and
instructors generally follow each others' leads in framing.
