In this study, it was aimed to determine elementary seventh grade gifted students difficulties and
misconceptions (alternative conceptions) on point, line, line segment, ray and plane concepts. A two-tier
diagnostic test was used as a data collection instrument to figure out students misconceptions. The sample
consisted of 28 middle-school gifted students who attended an after school program at a university campus in the
spring term of the year 2008-2009. Results from this study illustrated that gifted students had some difficulties in
understanding and misconceptions on point, line, line segment, ray and plane concepts. These misconceptions
were listed under the following five categories; misconceptions on understanding geometric concepts real
world applications, misconceptions when using basic geometric concepts features in complex problem solving
situations, misconceptions on understanding different forms (symbolic, visual etc.) of the same geometric
concepts, misconceptions in the process of concretization of undefined geometric concepts under their models in
mind, misconceptions about forgetting the main principles of concepts in the process of nested use of different
geometric concepts.
Key words: Misconception in Geometric Concepts, Point, Line, Line Segment, Ray, Plane, Gifted Students
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