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Background: This explorative study focuses on the representations of multiplication that Mozambican primary teachers use. With a particular focus on representations of multiplication, the article presents examples of models and strategies that encompass the broad spectrum of representations related to the concept of multiplication. Aim: The study investigates how Mozambican Grade 3 teachers use representations when teaching multiplication, with particular attention to the diversity of representations used in classroom instruction. Setting: The research is situated in the Mozambican educational context, where numeracy teaching faces specific challenges. Besides difficulties in basic numeracy, learning is influenced by the coexistence of Portuguese as the language of instruction and children’s mother tongue (in this study, Emakhuwa). Methods: A qualitative case study design was applied. Entire mathematics lessons from two Grade 3 teachers were analysed, focusing on teaching methods, task design, the use of representations and manipulatives, and opportunities for students’ participation. Results: Instruction was predominantly expository and characterised by choral repetition and reproduction of procedures. Although teachers used concrete examples and several representations of multiplication, opportunities for students to engage actively with these representations were limited. Conclusion: Students rarely explained their reasoning or justified their answers, and experiences with representations beyond symbolic notation were largely absent. Contribution: The study contributes to discussions on improving mathematics instruction in low-resource, bilingual contexts by highlighting the need for more diverse representations and student-centred teaching approaches.
Reinhold et al. (Wed,) studied this question.