Fraction tasks are challenging for many pupils. Investigating the sources of these challenges and the typical errors related to them is an essential prerequisite for developing instructions or interventions which foster the acquisition of knowledge and skills necessary for mastering fraction tasks. Thus, numerous studies have tried to identify and describe typical errors as well as their potential sources in the domain of fraction learning. These studies vary in several features, including the types of fraction test items, the fraction sub-domains (i. e., expanding, adding and/or ordering fractions), and the types of errors which are at the focus of interest. The purpose of this study is to provide a structured overview on the variety of fraction errors described in existing error analyses which address task requirements related to addition and subtraction of fractions.