The correction of mathematics teacher candidates misconceptions or errors on geometric concepts with digital concept maps

This research aims to overcome the students' misconceptions or errors on geometric concepts concepts by using digital concept maps. This research was conducted in the 2018-2019 academic year, with 30 mathematics teacher candidates studying as senior students at a State University. In this study, the Action Research Methodology, based on a qualitative approach, was used. Within the scope of the research, an 11-week action plan was prepared and implemented. Before the real implementation, a pilot study was carried out on two-dimensional geometric shapes concerning existing geometric concepts. In the real implementation, pre-interview forms, final interview forms, and an additional interview form consisting of eight open-ended questions to obtain the teacher candidates' opinions about the applied digital concept maps, were prepared as data collection tools. Qualitative data analysis techniques were used in data analysis. As a result of the research, it was understood, from the pre-interview form on basic geometric concepts, that the teacher candidates were more wrong and made mistakes. On the other hand, it was observed in the final interview form that most of the teacher candidates had corrected their mistakes and that there had been an increase in the number of "Exactly Right" and "Right" codes. It was also found that the teacher candidates made mistakes regarding the two-dimensional geometric shapes, especially in the definition of quadrilaterals and the hierarchical order between quadrilaterals, and then stumbled into misconceptions.