Examines conditions for the acquisition of the proportionality concept and attempts to improve the ability of remedial college students in an urban university to solve proportions. Specifically, the study was designed: (1) to observe the acquisition of the proportionality concept through training on the operations of group-structured tasks, and (2) to observe transfer, both between isomorphic tasks, and to subgroups or extensions of groups exemplified by the tasks. (Author/CP)