Mathematics textbooks are fundamental resources for both teachers and students, shaping the way mathematical concepts are introduced and understood. This study explores how the concept of division has been visually presented in primary-grade textbooks historically. Specifically, it examines the types of visual representations used in introductory division lessons in Serbia and Croatia from the 1950s to the present. The analysis is grounded in Vergnaud's theory of multiplicative structures and Greer's classification of multiplicative situations, providing a framework for evaluating how different representations support conceptual development. By comparing historical and contemporary approaches, the study seeks to identify trends, explain differences, and assess the role of visualization in fostering a deeper understanding of division. The findings contribute to the discussion on how visual representations can effectively support students’ learning and have implications for textbook design and didactical approaches in mathematics education.