In primary schools, mathematics teachers use support tools to introduce new concepts. The objective of these tools is to reinforce a mental representation of the newly introduced concept. Tools can be physical objects or paper-pen based. We call these tools artefacts. In computer assisted environments, such artefacts are not always clearly present, those environments focus on the nature of the exercises (drills, quiz). To realise environments in closer relation to classroom teaching, we propose to analyse and categorise such artefacts: we used pedagogical literature and we extracted artefacts used in teaching multiplication. We present our infrastructure and a list of artefacts in the multiplication realm.