@misc{10481/80123,
year = {2021},
month = {12},
url = {https://hdl.handle.net/10481/80123},
abstract = {In this study, we adopted a functional perspective on algebra. Our focus was on tables
and how they were first used by second-grade elementary school students (7- and 8-year-olds)
when working with functions. This qualitative, exploratory, and descriptive study consisted of five
classroom sessions and two semi-structured interviews, one group and one individual, two weeks
apart, focused on tasks involving different functions and uses of tables, with and without labels for
headings. In this study, we ask the following research questions: How do children organise values in
tables with or without (a priori) labels for headings? What are the regularities (structures) identified
by students? Our data revealed that students were able to organise the values of variables by listing
them in columns and labelling the headings (i.e., identifying the variables involved). The ways in
which children organised the data in tables enabled us to identify the structures they identified as
regularities between the variables involved in the functions. More structures were correctly identified
in the second interview compared to the first.},
organization = {Spanish Government	EDU2016-75771-P	
PID2020-113601GB-I00},
organization = {European Commission	BES-2017-080124},
organization = {Spanish Government},
publisher = {MDPI},
keywords = {Function},
keywords = {Functional thinking},
keywords = {Generalisation},
keywords = {Structure},
keywords = {Tabular representation},
title = {Introducing Tables to Second-Grade Elementary Students in an Algebraic Thinking Context},
doi = {10.3390/math10010056},
author = {Torres González, María Dolores and Cañadas Santiago, María Consuelo and Moreno Verdejo, Antonio Javier},
}