Abstract
In this study, it was hypothesized that problem solving success is dependent upon two related but district types of mathematical knowledge, content indicators and connectedness indicators. Results did indeed display that the problem solving success of 188 undergraduate students was related to these two indicators. The correlations of content indicators and connectedness indicators to problem solving were 0.62 and 0.73 respectively. These two independent variables were also highly correlated to each other, and also were shown to be two distinct factors. The squared multiple correlations for structural equations for problem solving is 0.58. The study also found that the direct effect of connectedness indicators were 0.56, which is more important than content indicators as of 0.27. Therefore, the connectedness indicators are unique predictors of problem solving success.
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