Search results for: Tewolde Abraham Solomon

This article addresses the issue of learners who hold traditional beliefs about mathematics, which can hamper their learning in the discipline. Hence, a “history-based” intervention program entailing problem-solving and writing activities that instigate cognitive conflict was implemented. The survey of the prospective teachers beliefs related to the nature of mathematics and the way it is learned, taught, and practiced showed a great majority of them failed to hold progressive beliefs.