<![CDATA[The purpose of this study is to examine the elements that contribute to the numeracy challenges faced by primary school pupils when performing multiplication operations. Four third-grade primary school children and one classroom teacher served as research subjects for this descriptive qualitative study. Observation, numeracy assessments, in-depth interviews, and recording of students' learning outcomes were used to gather data. Through the phases of data reduction, data presentation, and conclusion drawing, the data were examined using the Miles and Huberman model. The findings demonstrated that students encountered a variety of challenges, such as trouble grasping the idea of ​​multiplication as repeated addition, trouble remembering fundamental multiplication facts, mistakes made during vertical multiplication operations, and trouble resolving word problems based on numeracy. Both internal and external sources are the sources of these challenges. Internal characteristics include a fear of numbers, poor fundamental math abilities, and insufficient ambition to study. The employment of fewer diversified teaching strategies and the limited use of tangible learning resources in mathematics education were examples of external forces. According to the findings of the interviews, the majority of students thought mathematics was a challenging subject since it required precision in calculations and memory. In order to help students grasp multiplication ideas more deeply, this study recommends that numeracy instruction in multiplication content should be carried out contextually, interactively, and via the use of physical media.]]>
