Assistant Professor, Department of Education, NSS Training College, Ottapalam, Kerala, India.

DOI : https://doi.org/10.26634/jmat.5.3.8223

The concept of fractions seems to be very challenging, at the same time interesting to the students. It is introduced to the fourth graders in the school level. The concept of fragmentation from the 'whole' part becomes a real challenge for the teacher as well as for the students. There are enormous ways beginning from the concept of 'Numerator' and 'Denominator' by which students start generating errors while trying to conceptualise it. Teachers should understand and except a good number of errors while practicing the topic fractions. The anticipation of errors while learning like fractions, unlike fractions, mixed fractions, addition and subtraction of fractions, all needs to be attended properly as 'fractions' which is an important area in mathematics and the basics needs to be handled well. Thus when teaching fractions, teachers need to be on the lookout for errors as this may cause errors in the computation also. Some of the most common misconceptions that occur in the classrooms while teaching fractions and handling those errors are discussed in this paper.

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