Authors : Masala Onica Rasise; Shonisani Agnes Mulovhedzi

Volume/Issue : Volume 10 - 2025, Issue 11 - November

Google Scholar : https://tinyurl.com/5e6fhx7v

Scribd : https://tinyurl.com/5h7p7xj7

DOI : https://doi.org/10.38124/ijisrt/25nov1285

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Abstract : A solid understanding of multiplication concepts in the early years of schooling is essential for learners to thrive in Mathematics throughout their academic journey. Building this foundation in Grade 1 helps learners make sense of multiplication beyond just repeated addition and supports their ability to think critically and solve problems. This study aimed at exploring the teaching strategies for enhancing the understanding of multiplication concepts in Grade 1. The study followed a qualitative research approach, using Vygotsky’s Social Cultural Theory. The population of the study was all Grade 1 teachers teaching Mathematics. Purposive sampling was used to select six teachers across three schools in Soutpansberg West Circuit. Data was collected through semi-structured interviews and classroom observations. The data was transcribed and analysed using thematic analysis to identify themes. The findings provided insights into effective practices for introducing multiplication, common misconceptions learners face, and the challenges teachers encounter. The study contributed to the growing body of knowledge in early multiplication education and offered recommendations for improving teaching strategies and curriculum design to better support conceptual understanding in Grade 1.

Keywords : Division, Foundation Phase, Mathematics, Prepare Readiness, Repeated Addition.

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