NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1151025
Record Type: Journal
Publication Date: 2017-Aug
Pages: 14
Abstractor: As Provided
ISSN: ISSN-2165-7874
Pre-Service Teachers' Ability to Identify and Implement Cognitive Levels in Mathematics Learning
Ortiz, Enrique
Issues in the Undergraduate Mathematics Preparation of School Teachers, v3 Aug 2017
This study analyzed pre-service teachers' ability to identify and implement cognitive levels. The framework involved the use of the Concrete, Pictorial and Abstract (CPA) cognitive levels combined with the Virtual-level (CPVA-levels). The V-level involves applets and apps, and three digital-dynamic sublevels: virtual-Concrete, virtual-Pictorial and virtual-Abstract. The results of this study have provided a better understanding of pre-service teachers' ability to identify CPVA learning levels, and use them for instructional purposes. The participants' ability to implement the CPVA levels was affected by the availability of the physical and virtual manipulatives, and the guidance provided by the cooperating teachers during the internship.
Department of Mathematics and Statistics, Texas Tech University. Broadway and Boston, Lubbock, TX 79409-1042. Tel: 806-742-2566; Fax: 806-742-1112; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A