## Abstract

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 language | English |
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Pages (from-to) | 570-583 |

Number of pages | 14 |

Journal | International Journal of Mathematical Education in Science and Technology |

Volume | 46 |

Issue number | 4 |

DOIs | |

State | Published - 19 May 2015 |

### Bibliographical note

Publisher Copyright:© 2015 Taylor & Francis.

## Keywords

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

## ASJC Scopus subject areas

- Mathematics (miscellaneous)
- Education
- Applied Mathematics