Correspondence analysis as a tool to analyze the relational structure of students' intuitive strategies in judging statistical association

The theoretical basis of this paper is the modeling of students' knowledge about a specific subject as a qualitative and systemic construct. Following therefrom, a discussion about the role of multivariate analysis for studying the structure of this knowledge and for building explanatory models relating its structure to task, cognitive and instructional variables. Correspondence analysis in an empirical study referring to statistical association is used as an example.