| Sumario: | The subject of addition, subtraction, multiplication and division starts from the pre-school period and continues in the following education levels. A good understanding of the operations on natural numbers by the student prevents possible mistakes. Errors are seen in concepts that students do not learn well. Misconception is when a person accepts a piece of information as true and in many cases uses this wrong information as a source to reach wrong concepts or generalizations. The most basic feature of misconceptions is that, unlike accidental mistakes, a general wrong information is embedded in one's mind. The aim of the study is to examine the misconceptions and error types of primary school 3rd grade students about natural numbers and to classify them according to the causes of errors. The study was conducted as basic qualitative research model. The study group consists of 100 students studying in the 3rd grade of primary school in the central district of a province in the Southeastern Anatolia Region in the 2020-2021 academic year. The study group was selected by purposive sampling. As a data collection tool, "Third Grade Natural Number Questions" test was used. Descriptive analysis was used in the analysis of the data. The answers given to the measurement tool were evaluated by subjecting them to content analysis. As a result of the research, it was seen that the students made the most mistakes in the comparison of numbers and operation of division. The basic mistakes made by the students were seen as counting error, the issues of not being able to write the number expressed by the given representations and finding the output that is not given; the least mistakes made are the symbol error, mixing the direction of the operation, decimal breaking and writing the result as 0, 1 and 9, multiplying the ones digit with the ones digit, the ones digit with the tens digit and completing the process in a single line. The evaluated reasons for the mistakes made by primary school 3rd grade students; (i) pedagogical, (ii) epistemological and (iii) psychological errors. Considering the reasons for the mistakes made by the students, it was concluded that the epistemological error was more.
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