In previous activities we identified misconceptions of pre-service teachers about the topic of percentages (Bassan-Cincinatus & Sheffet, 2016). Consequently, we built a teaching unit based on the constructivist approach and used the cognitive conflict method. Our main objective was to assist pre-service teachers to be aware of the fact that intuitions do not always lead to the correct solution of this issue. The teaching unit consisted of six stages. This paper will describe the various stages, present the way of experiencing, the findings as well as pre-service teachers' reflection and responses following the activity.
IJCR is following an instant policy on rejection those received papers with plagiarism rate of more than 20%. So, All of authors and contributors must check their papers before submission to making assurance of following our anti-plagiarism policies.
