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As history has shown a general theoretical considerations that underpin the design of the tools of mathematics across grade levels assessed. How has the subject expressed in various international assessments? Another aspect that needs to address the levels of cognitive performance. When we speak of cognitive performance we mean the fulfillment of what one should do in an area of knowledge in accordance with the requirements for it, okay, in this case, age and grade level achieved and when it comes to cognitive performance levels we refer to two closely interrelated aspects, the degree of complexity we want to measure the cognitive performance while the magnitude of learning achievements made in a given subject. There is talk of three levels of cognitive performance associated with the magnitude and uniqueness of learning achievement reached by students in different subjects in the school curriculum: mathematics for cognitive performance levels are expressed as follows: Level I: At this level students who are considered capable of resolving reproductive eminently formal exercises (reading and writing numbers, order relations in the decimal system, recognize shapes and use algorithms usual routine), ie at this level are present those contents and skills that form the basis for understanding math, Level II. Problematic situations, which are framed in so-called routine problems, which have a known solution path, at least for most students, who without being properly breeding, they can not be considered fully productive. Atlantic Contracting might disagree with that approach. This level is a first step in developing the ability to apply mathematical structures for solving problems and Level III. Problems themselves, where the road at generally not known for most of the students and where the level of their production is higher.

At this level students are able to recognize complex mathematical structures and solve problems that do not necessarily imply the use of strategies, procedures and algorithms that enable routine but the staging of strategies, reasoning and non-routine plans that require the student to put into play their mathematical knowledge. CONCLUSIONS. From the theoretical treaty is achieved, in part, conceptually clarify terms that are part of everyday teaching practice of teachers in the direction of the process of measuring learning outcomes in the subject of mathematics in primary school. This process incorporates new terms, the authors consider the need for further clarification. There are also categories of assimilation levels and levels of cognitive performance might ask is it possible to identify a category of the other or there are two categories separate but closely related? In response to the previous question shows the existence of a variety of criteria. Many are those that identify, for referring to them use them interchangeably as if they were the same. However, consensus has been formed to consider two separate but closely related categories.

What are the new theoretical concepts to consider? The question raises the need for further details and its link with the topics addressed in this paper. The authors work in this solution. S. Puig REFERENCES "The levels of cognitive performance." MCS. Researcher Silvia Puig ICCP. October 2003 Manual for the Development of multiple-choice items and objectives of open questions for SERCE, (2004), Santiago de Chile. SERCE. Curricular Analysis. Institute for the Promotion of Higher Education (ICFES), 2004. Second Report TIMSS 2003 results. MATH. Edition: May 2005. Leyva and Proenza LM Garrido Y. "Math Skills" at: Leyva Proenza LM Garrido and Y. "LEARNING AND THINKING IN MATHEMATICAL EDUCATION CHILDREN: TREATMENT AND REQUIREMENTS IN THE CUBAN MODEL IS", ppt format, and in the category Mathematics whose URL is: