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Though some learning is taking place in the mathematics classrooms, the study revealed a culture that does not fully support the effective development of early number concepts. Using the activity theory, contradictions were evident in the classrooms during the learning of the number concepts. There exists a number of challenges to the learning of early mathematics. The findings of this study will contribute to; the body of knowledge about CHAT as an analytical lens for studying mathematics classroom culture in the early grades; the theoretical body of knowledge on early grade mathematics education in Malawi, the body of knowledge in education using ethnographically informed case study designs and will inform practice in primary schools in Malawi.