Emergence of tables as first-graders cope with modelling tasks

Irit Peled, Einav Keisar

Research output: Contribution to journalArticlepeer-review


In this action research, first-graders were challenged to cope with a sequence of modelling tasks involving an analysis of given situations and choices of mathematical tools. In the course of the sequence, they underwent a change in the nature of their problem-solving processes and developed modelling competencies. Moreover, during the task sequence, the first-graders spontaneously discovered the power of organizing problem data in a table. They did not merely use their existing mathematical knowledge, but also ‘reinvented’ tables as a new mathematical tool. This paper describes the gradual development of this tool as the children moved along the task sequence. Notably, the first-graders exhibited this progress in spite of having relatively little mathematical knowledge.

Original languageEnglish
Pages (from-to)570-583
Number of pages14
JournalInternational Journal of Mathematical Education in Science and Technology
Issue number4
StatePublished - 19 May 2015

Bibliographical note

Publisher Copyright:
© 2015 Taylor & Francis.


  • Realistic Mathematics Education (RME)
  • modelling tasks
  • reinvention
  • tables

ASJC Scopus subject areas

  • Mathematics (miscellaneous)
  • Education
  • Applied Mathematics


Dive into the research topics of 'Emergence of tables as first-graders cope with modelling tasks'. Together they form a unique fingerprint.

Cite this