Maria DroujkovaWhile there is more research on kids ages eight and up, less is known about young children reasoning with tables. A series of design experiments (Droujkova, In preparation, In press) led to a table reasoning model (TRM) describing children, ages three to eight, working with qualitative and numeric tables. TRM includes four components of reasoning: *Sameness/variation: what and how entities are varied or kept the same. *Action/object: ways children conceptualise entities as objects and actions. * Local/global: reasoning about neighbour cell patterns vs. thinking of rows and columns. *Coordinates/function: focus on the position of entries, or on functions forming entries. Competent work with tables requires fluent use of all components in multiple contexts. Moving toward such competency, young children exhibit a variety of reasoning patterns, often surprisingly different from adult approaches (Brizuela & Lara-Roth, 2002). For example, a beginner typically fills every cell with the same picture with no variation. Children view the 2*3 cell in the multiplication table as a product (action) of two numbers (objects), or as a doubling (action) of the number three (object). During missing cell value tasks, children search clues in row and column interactions, exhibiting global reasoning, or look at local neighbour cell patterns. In ?jigsaw? tasks of putting cut-up tables back together, children can focus on coordinates of each cell within table structures, and/or on the function used to create the cell entry. TRM helps to analyse ways children reason about tables. It is a robust tool for designing learning activities developing table reasoning.