The Role of a Brain Game in Eliminating Misconceptions in Geometry and Measurement

The aim of this study is to determine the role of the Tik Tak Bomm intelligence game, adapted to mathematics, in addressing misconceptions related to Geometry and Measurement concepts among prospective elementary mathematics teachers. The research, which utilized the teaching experiment method, was conducted with 31 prospective elementary mathematics teachers (25 females and 6 males) who were in their third year at a university in the Eastern Black Sea region. Data were collected through the Misconception Diagnosis Test 1-c, the Tik Tak Bomm intelligence game application, the Misconception Diagnosis Test 2-c, and unstructured interviews (informal conversations). Initially, Misconception Diagnosis Test 1-c was administered to diagnose the teacher candidates' misconceptions related to mathematical concepts. Subsequently, the Tik Tak Bomm intelligence game, adapted to mathematics, was applied to address the identified misconceptions. Following the game application, Misconception Diagnosis Test 2-c, which was prepared in parallel with the misconception diagnosis tests, was administered to the teacher candidates. Based on the data obtained from this test, the role of the Tik Tak Bomm intelligence game in mitigating misconceptions was determined. The analysis of the misconception diagnosis tests was conducted using the Three-Tier Test’s Conceptual Categories within the context of descriptive analysis. The results of the study revealed that the teacher candidates had numerous misconceptions regarding Geometry and Measurement concepts and that these misconceptions could be addressed through the application of the Tik Tak Bomm intelligence game adapted to mathematics