Karika, Tímea2024-07-302024-07-302020-11-04Teaching Mathematics and Computer Science, Vol. 18 No. 4 (2020): Varga 100, Special Issue, Volume 2 , 347-3581589-7389https://hdl.handle.net/2437/378551Our paper focuses on empirical research in which we map out the errors in learning fractions. Errors are often logically consistent and rule-based rather than being random. When people face solving an unfamiliar problem, they usually construct rules or strategies in order to solve it (Van Lehn, 1983). These strategies tend to be systematic, often make ‘sense’ to the people who created them but often lead to incorrect solutions (Ben-Zeev, 1996). These mistakes were named rational errors by Ben-Zeev (1996). The research aims to show that when learning fractions, students produce such errors, identified in the literature, and that students who make these kinds of mistakes achieve low results in mathematics tests. The research was done among 5th-grade students. Subject Classification: 97C10, 97C30, 97C70, 97D60, 97D70, 97F50application/pdfrational errorslearning fractionsoperations with fractionsinterpretation of fractionsfolyóiratcikkOpen AccessTímea Karikahttps://doi.org/10.5485/TMCS.2020.0479Teaching Mathematics and Computer Science418Teach. Math. Comp. Sci.2676-8364