<![CDATA[Purpose - This study aims to identify the learning obstacles experienced by Grade V students in understanding algebraic operations, especially multiplication and division, and to provide an in-depth description of the difficulties so that teachers can anticipate obstacles that may arise during instruction. Methodology - A qualitative approach was used with data from a Grade V-A teacher and 29 students of SDN 1 Nagarawangi in the 2024/2025 academic year. Data were collected through diagnostic essay tests, interviews, and document study. Data credibility was examined through source and technique triangulation, while analysis involved data reduction, data display, and verification. Findings - Eighteen of 29 students (62%) demonstrated misconceptions or learning obstacles in multiplication and division. The identified obstacles comprised ontogenical obstacles related to students' motivation and cognitive readiness, didactical obstacles related to teaching materials that did not fully match students' characteristics and needs, and epistemological obstacles related to limited conceptual understanding and difficulty applying prior knowledge in different problem contexts. Novelty - The study maps ontogenical, didactical, and epistemological obstacles specifically within elementary-school algebraic multiplication and division by integrating evidence from diagnostic tests, interviews, and document study. Significance - The findings can support primary-school teachers in developing didactical designs that anticipate learning obstacles and align instruction with students' cognitive development and learning needs. ]]>
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