<![CDATA[This study aims to describe the mathematical multirepresentation ability of second-grade elementary school students on the topic of squares through problem-based learning. Multirepresentation ability is essential in early mathematics learning because students at the concrete operational stage understand concepts more easily when they are presented through interconnected forms of representation. The research employed a qualitative approach with a case study design involving 23 second-grade students of SDN Kalijagapermai in the second semester of the 2025/2026 academic year. Data were collected through a multirepresentation test, classroom observation, students' worksheets, and video documentation, then analysed using the interactive model of Miles and Huberman. Data validity was maintained through expert judgment and referential adequacy. The results show that sixty representational episodes emerged on the topic of squares, consisting of eighteen visual episodes (30.00%), seventeen concrete episodes (28.33%), thirteen verbal episodes (21.67%), and twelve symbolic episodes (20.00%). The dominant representational pathway moved from visual observation to concrete manipulation, verbal explanation, and finally symbolic notation. Students recognised squares and mentioned everyday objects shaped like squares accurately, yet they still struggled to state the properties of a square in their own words. Verbal and symbolic representations therefore require further instructional attention in lower-grade mathematics learning]]>
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