Introducing Tables to Second-Grade Elementary Students in an Algebraic Thinking Context Torres González, María Dolores Cañadas Santiago, María Consuelo Moreno Verdejo, Antonio Javier Function Functional thinking Generalisation Structure Tabular representation 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. 2023-02-22T07:32:53Z 2023-02-22T07:32:53Z 2021-12-24 journal article Torres, M.D... [et al.]. Introducing Tables to Second-Grade Elementary Students in an Algebraic Thinking Context. Mathematics 2022, 10, 56. [https://doi.org/10.3390/math10010056] https://hdl.handle.net/10481/80123 10.3390/math10010056 eng http://creativecommons.org/licenses/by/4.0/ open access Atribución 4.0 Internacional MDPI