Barriers to student learning in operating fractions

Fractions are a mathematical concept that is quite important for life. However, fractions are among the problems in learning mathematics, especially in the sub-material of operating fractions. This study aimed to identify the types of learning barriers that students experience in these sub-materials. Researchers used a qualitative approach to the phenomenology hermeneutics type. Researchers act as the main instrument with additional instruments, such as fraction comprehension tests, semi-structured interviews, documentary studies, and research journals. This study participants were students of secondary school and a math teacher who taught fractions in that class. The research did in the new normal era, so that carry out online examinations and interviews. Researchers analyzed learning barriers using thematic analysis assisted by Nvivo-12 accordance learning obstacles theory developed by Brousseau. The researcher obtained the results that students experienced obstacles with the ontogenic conceptual type for adding fractions with different denominators. Conceptual and psychological ontogenic are learning barrier types for multiplication, division, and subtraction of fractions involving mixed fractions. Students also experience obstacles with epistemological for the case of everyday life problems involving the multiplication of fractions. The study results then led the researcher to the discovery of a new procedure for dividing fractions.