An investigation into misconceptions of mathematics pre-service teachers about the exponential uncertainty and differential

Mathematics is to learn mathematical concepts among the basics of learning. Therefore, concepts that are mislearned or unlearned will negatively affect understanding and learning mathematics. Concepts an exponential uncertainties and differential topics, that also make up the subject of this research, have an importance in teaching Analysis course. Misconceptions and mistakes taht ocur because of learning of these concepts create negativity fort he Analysis course. The research aims to make recommedations for any adverse events that may ocur by identifying misconceptions and mistakes. The aim of research is to study misconceptions of the Mathematics teaching students in exponential uncertainty and differential topics. This research is conducted by using a scripture scanning model from quantative methods. "Testing to Identify Misconceptions in Exponential Uncertainity and Differential Topics" is designed to reveal misconceptions in exponential uncertainty ande differential topics by the researcher. In preparation of this test benefited from bath faculty members' opinions that entered the Analysis course and visa-final exams made in the previous period. The test is applied to 90 Primary Mathematics Teaching students. Answers from the test are grouped and examined on a quinary comprehension scale developed by Abraham, Williamson and Westbrook (1994). In quinary comprehension scale, answers from the research are grouped and examined as correct answer, partially correct answer, there's a misconception, no answer, wrong answer. In light of the answer obtained, it is examined that students have misconceptions in exponential uncertainty and differential topics. Not only Mathematics teaching students' misconceptions in exponential uncertainty and differential topics are examined, but also mistakes they made are examined. When students' answers were examined, it was seen that they had difficulty in defining exponential uncertainties and differential. Misconceptions were found in the definitions made. Especially in the geometric definition of the differential, it is seen that the shapes of the derivative and the certain integral are drawn. It has been observed that the concepts of differential are not fully learned, so they are mistaken in questions involving these concepts. In addition it was concluded that the students had very little knowledge about the usage areas of the differential in daily life. In addition to questions about differential, students also fall into misconceptions about questions about exponential uncertainties. It was observed that they used generalizations in expressing the differences between exponential uncertainties and other uncertainties, and therefore fell in misconceptions. Because they could not determine this difference exactly, they were unable to solve their exponential uncertainty questions. Among the reasons for these misconceptions is that the concepts are abstract and therefore more difficult to understand. Therefore, it is very important to take advantage of its geometric meaning especially for the definition of differential. It is thought that it is important to embody the abstract concepts such as exponential uncertainties and differentials.