This study aims to describe the analysis of the mathematical understanding of
fraction addition operations at SD Negeri 2 Pliken. This study uses a descriptive
qualitative research method. Subjects in this study included fourth grade students,
teachers, and parents. Data collection techniques using interviews, observation,
documentation, and test questions. Data analysis techniques use the Miles &
Huberman model which includes data collection, data reduction, data presentation,
and drawing conclusions. The results showed that from several indicators of
understanding mathematics consisting of indicators students were able to restate a
concept, students were able to classify objects according to certain characteristics
(according to the concept), students were able to provide examples and non�examples of concepts, participants students are able to present concepts in various
forms of mathematical representation, students are able to develop necessary or
sufficient conditions for a concept, students are able to use, utilize, and choose
certain procedures or operations, students are able to apply concepts or problem
solving algorithms. There is one indicator of understanding of mathematics in
which students who get low scores during the midterm assessment do not have this
understanding, that is, in the indicator of understanding of mathematics students
are able to provide examples and non-examples of concepts. In addition to
indicators of understanding of mathematics, students are able to provide examples
and non-examples of concepts that can be understood by students who get high
scores, moderate scores, and low scores during midterm assessments.