Tables are one of the key approaches to organising, presenting, and analysing data, making them valuable for the development of computational thinking and mathematical thinking. Despite their significance, tables have not received adequate attention in research literature. Therefore, in our broader exploration, we are focusing on the role of tables in programming at the lower primary level. Our aim is to better understand how pupils approach the creation and interpretation of tables, and how this process enhances their understanding of data structures and processes. To contextualise our research and substantiate our ideas regarding the importance of tables, we also conducted a study to investigate how other specialists perceive the potential of tables in fostering computational and mathematical thinking. In this paper, we present the findings from this specific part of our research, in which we approached a group of experts in mathematics and informatics education, as well as experienced primary informatics teachers and future informatics teachers, through a series of open-ended questions. By conducting qualitative analysis of their responses we obtained a complex perspective on tables and their role in developing computational and mathematical thinking. Our findings also confirm that modern school informatics and its programming can effectively align some of its learning objectives with those of other subjects, particularly mathematics, in primary education.