Advance organizers (AOs) at two levels of abstraction, each in the presence of objectives, were used to determine the effect of the degree of abstraction on the learning of mathematics concepts; the mathematical content used as the subject of instruction was the system of integers. One first-semester mathematics class of 23 elementary education majors and one second-semester mathematics class of 31 elementary education majors participated. Four videotapes covering topics of addition, multiplication, subtraction, and order of integers were developed. Class activities for each of the four tapes included reading pre-tape information which included AOs, viewing the tape, post-tape activities and discussions, and a homework assignment. The effects of the level of abstraction of the AOs on the learning of the students were measured by a portion of the final examination scheduled about two weeks after the instruction. An analysis showed no statistically significant results between the two levels of AOs. (DT)