<![CDATA[Purpose of this research was to study students' pseudo thinking in concept of fractions. Data obtained using questions and interviews. Question used to find answers of students in understanding concept of fractions. Interviews used to find reasons for students answer. Findings show that students think pseudo conceptual, true-pseudo and false-pseudo. Pseudo conceptual thinking when students condition not understand shade when drawing fractions. Thinking true-pseudo when students in state not understand concept of drawing fractions begins with same size and broken down as much denominator fractions. Thinking false-pseudo when students state poor understanding problem and reflection for concept of drawing fractions.]]>
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