Introducing Tables to Second-Grade Elementary Students in an Algebraic Thinking Context

In this study, we adopted a functional perspective on algebra. Our focus was tables and how they were first used by second-grade elementary school students (7- 8-year-olds) when working with functions. This qualitative, exploratory, descriptive study consisted of five classroom sessions two semi-structured interviews, one group individual, weeks apart, focused tasks involving different functions uses tables, without labels for headings. ask the following research questions: How do children organise values in or (a priori) headings? What are regularities (structures) identified students? data revealed that able to variables listing them columns labelling headings (i.e., identifying involved). The ways which organised enabled us identify structures as between involved More correctly second interview compared first.