The purpose of this research was to explore to what extent probing learners' errors on simplifying algebraic fractions would help them to reduce those errors. The study assumed that students' errors and misconceptions persist because they handle mathematical concepts as if they were isolated chunks of knowledge. A sample of 15 grade 10 girls took part in the research. Data was collected in three stages. A pre-test requiring learners to simplify algebraic fractions was issued to the students. Thereafter, their scripts were analysed for errors. During interviews, students were probed on the errors they exhibited in solving the tasks. Students then wrote a post-test to determine how much errors and misconceptions were overcome as a result of the probing process. The results showed that students overcame 98.6 per cent of their pre-test errors. We recommend that in every case, teachers need to be on the lookout of their learners' mathematical errors. Then they must probe their learners on the errors as it helps learners to overcome their errors as this study shows.