The purpose of this study was to investigate the differences between students' and instructors' perceptions of similarities among basic computation-related rational number skills. Multidimensional scaling was used to determine how the students organized their thinking about the computational problems. This was done by estimating the parameters and assessing the fit of various spatial distance models for proximity. Results indicate that college students enrolled in developmental mathematics do see some relationships among rational number computation skills, although not necessarily the ones seen by instructors.
Bibliographical noteFunding Information:
An earlier version of this article was presented at the Thirteenth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, October 1991. The research reported here was partially supported by the University of Minnesota Graduate School Grant-in-Aid Program.