Primary teachers’ early and retrospective instructional vision of mathematical inquiry

Cognitive tuning in the STEM classroom: communication processes supporting children’s changing conceptions about data

Introduction to rethinking learners' reasoning with nontraditional data

Primary students’ learning about citizenship through data science

Students making sense of statistics through storytelling: a theoretical perspective based on Bruner’s narrative mode of thought

Challenging conceptual understanding in a complex system: supporting young students to address extended mathematical inquiry problems

New ways of interacting with data, context, and chance in statistical modeling processes

Statistical modelling and repeatable structures: purpose, process and prediction

Developing young children's emergent inferential practices in statistics

Scaffolding norms of argumentation-based inquiry in a primary mathematics classroom

Young children's explorations of average through informal inferential reasoning

Predict! Teaching statistics using informal statistical inference

Students' emergent articulations of uncertainty while making informal statistical inferences

The reasoning behind informal statistical inference

A framework for thinking about informal statistical inference

Connection levers: Supports for building teachers’ confidence and commitment to teach mathematics and statistics through inquiry

Variation talk: Articulating meaning in statistics

Primary children learning to address complex problems with non-standard data using a data science perspective

Contextualised storytelling: offering insights into data-ing

M in CoMputational thinking: how long does it take to read a book?