Division presents a problem because it is viewed simply as a mathematical operation that is carried out by pressing buttons on a calculator, what it means in the real world is not being addressed by the pupil.
When given a question what is 60 divided by 0.05 one pupil of mine could not understand why the answer the got on his calculator (1200) was so much larger than the original number “60”.

He thought of a fraction as something that was smaller than 1. This pupil did not realise that the answer to a division is "the number of times that the bottom number will fit into the top number". Thus it was incomprehensible to him that if the bottom number is less than one, then it will fit into the top number more than once. His difficulty with maths was not related to manipulating numbers, it was rooted in his concept of what a fraction is, what the fraction means.