A Kindergarten Student’s Use and Understanding of Tables While Working with Function Problems

In this chapter, we explore a kindergarten student’s uses and understandings of tables as he explores algebraic linear functional relationships. Drawing from interview data from an early algebra classroom teaching experiment using design-based research, our findings suggest that young children are able to use and understand tables. In this chapter, we argue that young children can use tables as organizational tools and not just look at but also look through tables to develop understandings of functional relationships. We take this as evidence that tables are important representational tools for children from the earliest grades of schooling.