This paper explores how students understand and express multiplicative relationships and patterns through both conventional representations and culturally grounded pedagogical approaches. The Goompi Model—an Indigenous framework—is examined to show how it supports learners in recognising structure, growth, and generalisation in pattern-based tasks. Drawing on a case of growing patterns, this study shows how students transition from concrete representations to algebraic expressions by engaging with visual and cultural forms. Rather than relying on solely abstract notation, students use spatial logic and culturally embedded reasoning to articulate linear relationships. This approach offers insights into the teaching of algebraic thinking and multiplicative reasoning, bridging formal mathematics with everyday meaning-making.