Specialists in the field of mathematical education consider that the learning of multiplication has an extremely important role not only in the area of mathematics, but also in day to day life. We can distinguish two different stages in the process of teaching-learning multiplication: a first step implies the discovery of the results within the multiplication table and the connections that exist between these results, while a second phase deals with memorizing the results. Our experience has shown that teachers tend to make students learn the table of multiplication by heart and this, on the one hand, overshadows a more logical approach that would aim at the students understanding the way in with the results are obtained and, on the other hand, neglects the subsequent logical way of memorizing the results. The way in with the information is presented is key to both the understanding and the remembering of numbers in the table. Starting from the observation presented previously we have created a pedagogical micro-experiment in which we wanted to investigate whether students in their training to become teachers had the ability to work with the content offered in school textbooks and to create a blackboard sketch for "The table of multiplication by 2."