The construct of static and emergent shape thinking (Moore & Thompson, 2015) characterizes differences in students' reasoning about graphs. In our previous work with middle school students, we found that this construct may also be useful in characterizing students' reasoning about other representations such as simulations and tables. In this paper, we present data from six students' reasoning to initiate a discussion around the possible nature of static and emergent shape thinking in the context of simulations and tables that would contribute to an expansion of the current framework to include these representations. [For the complete proceedings, see ED658295.]