id: 05564060 dt: j an: 2009d.00270 au: Kim, Kyung Mi; Kang, Wan ti: An analysis on the repeated error patterns in division of fraction by elementary students. so: J. Korea Soc. Math. Educ. Ser. C, Educ. Prim. Sch. 11, No. 1, 1-19 (2008). py: 2008 pu: Korean Society of Mathematical Education (KSME), Seoul la: KO cc: D73 F43 ut: student errors; error type; meaningful error; educational diagnosis; error identification; arithmetic of fractions; research ci: li: ab: Summary: This study analyzes the repeated error patterns in the division of fractions by elementary students. The questions for this study were the following: First, what is the most changeable thing among the repeated error patterns that appear in the division of fractions by elementary students? Second, what is the most frequent error pattern in the division of fractions by elementary students? First of all, the ratios of incorrect answers in the division of fractions by general students were researched. The purpose was to know what kind of compositions in the problems caused more errors. In total, 554 6th grade students(300 boys and 254 girls) from 6 elementary schools in Seoul participated in this research. On the basis of this, the actual analysis began. Five tests were carried out during four months. In total, 181 6th grade students(92 boys and 89 girls) from S elementary school in Seoul were participants. The repeated error patterns were arranged into 4 types: alpha, beta, gamma and delta type. Consequently, conclusions can be derived as follows. First, most students modify their errors as time goes by even though they make errors about already learned contents. Second, most students that continually make errors cause reciprocals of natural numbers in the divisor when calculating on \lq (fraction) = (natural number)\rq . Third, most students recognize that the divisor has to change the reciprocal. When they calculate divisions of fractions they modify their errors repeatedly. rv: