Assessing Grade 3 Learners' Current Level of Conceptual Understanding of Common Fraction Subtraction

A Case of OR Tambo Inland District Schools

Abstract

Many grade 3 learners are expected to order, describe, and compare common fractions, including halves and quarters. However, they often struggle with fraction subtraction due to a limited conceptual understanding. This study investigates Grade 3 learners’ current levels of understanding of common fraction subtraction in the OR Tambo Inland District. A mixed-methods approach was used, incorporating pre-tests and classroom observations across five primary schools. Data were analysed using a four-level performance framework: (1) ability to draw a fraction unit from a word problem, (2) write a fraction number from a word problem, (3) solve a common fraction subtraction problem, and (4) interpret a word problem symbolically and solve it correctly. The findings revealed that most learners were at levels 1 and 2, indicating basic and procedural knowledge, with only a small proportion demonstrating conceptual understanding at levels 3 and 4. Contributing factors included limited use of visual aids, inadequate teacher training, minimal use of technology like Google Classroom, and weak foundational number sense. The study recommends targeted interventions such as enhanced professional development, integration of technology, and instructional strategies grounded in constructivism to strengthen conceptual understanding of fraction subtraction.