Abstract
This study used qualitative descriptive research to analyze the factors leading to teachers’ misconceptions about fractions based on students’ errors. The results revealed that the teachers experienced misconceptions in ordering fractions, illustrating fractional numbers whose numerator is greater than its denominator, dividing numbers with zero, and understanding word or story problems related to fractions. The cause of the teachers’ misconception in ordering fractions was their misunderstanding of the questions. The cause of the teachers’ misconception in illustrating fractional numbers that the numerator is greater than its denominator was their misunderstanding of the fractions. Furthermore, the cause of the teachers’ misconception in dividing numbers by zero was their assumption that the lower the denominator, the greater it sresults. The last, the cause of the teachers’ misconception in understanding word problems related to fractions was they misunderstood the information given in the questions.