Analysis of Teachersʼ Understanding of Representations for Addition with Carrying and Subtraction with Borrowing in Mozambique

The study aims to examine teachers' comprehension of representations for addition with carrying and subtraction with borrowing in the new Grade 3 Mozambican Mathematics Textbook, a part of the JICA project. Data for this study were collected using questionnaires, interviews, and lesson observations. The findings reveal that teachers only partially understand the new calculation strategies proposed in the Mathematics Textbook. While some teachers believe that the use of quantity representations is pivotal for the learning process, viewing them as tools that allow students to better organize their numerical thoughts during calculations, others feel that these representations in the Grade 3 Mathematics Textbook might complicate the learning process for students, given the complexity of the calculation procedures.