We report results from a mathematics content course intended to help future teachers form a coherent perspective on topics related to multiplication, including whole-number multiplication and
division, fraction arithmetic, proportional relationships, and linear functions. We used one meaning of multiplication, based in measurement and expressed as an equation, to support future teachers’ understanding of these topics. We also used 2 types of length- based math drawings—double number lines and strip diagrams—as media with which to represent relationships among quantities and solve problems. To illustrate the promise of this approach, we share data in which future secondary mathematics teachers generated and explained without direct instruction sound methods for dividing by fractions
and solving proportional relationships. The results are noteworthy, because these and other topics related to multiplication pose perennial challenges for many teachers.