Key research areas: Inquiry-based teaching practices in mathematics education; statistical reasoning and informal inference; data science education in schools
Dr Katie Makar is a Professor in Mathematics and Statistics Education at The University of Queensland and President of the Mathematics Education Research Group of Australasia (MERGA). Her award-winning research focuses on mathematics teachers’ learning of pedagogies that support complex problem solving and children’s statistical reasoning in an era of data science. Funded by over $1.6 million in grants and consultancies, Katie’s classroom-based research collaborates with practicing teachers to seek pragmatic solutions to improving teaching and learning.
Her most recent ARC Discovery Project (2017-2020, $370 000) Developing classroom norms of inquiry based learning in mathematics collaborated with Associate Professor Jill Fielding to investigate how primary teachers initiate, build and sustain a productive classroom culture and mathematical practices conducive to addressing complex problems that rely on mathematical evidence. Her four previous ARC projects studied teachers’ adoption of inquiry-based practices (ARC Linkage Projects 2007-2009, 2009-2012), development of positive learning environments and data-based argumentation (ARC Discovery Projects 2012-2014, 2014-2017).
The quality and impact of Katie’s highly-cited research is evidenced by both university and national awards. A Mathematics Education Research Group of Australasia (MERGA) Research Award (2017) recently acknowledged the international impact of her work on children’s statistical reasoning, particularly her development of informal statistical inference. Katie had previously won MERGA’s Early Career (2007) and Practical Implications (2011) Awards, providing national recognition of the quality and impact of her research on teachers’ adoption of mathematical inquiry. Social and Behavioural Science Faculty Award for Research Impact and Innovation (2010) and UQ Promoting Women Fellowship (2010) further showcased her research within the university.
Katie is the former deputy and acting Head of the School of Education (2016-2018) and has been consultant to the Queensland Department of Education, Queensland College of Teachers, Wireless Generation (New York), Cognition Education (New Zealand) and the Australian Centre for Educational Research. She led a project team for the Australian Academy of Science’s reSolve: Mathematics by Inquiry initiative to design innovative mathematics curriculum units for teachers that utilised mathematical inquiry.
Katie's leadership is further evident in her engagement with the profession. As President of the Mathematics Education Research Group of Australasia (MERGA), she leads capacity-building, research quality and outreach initiatives to shape the direction of the field. Her other leadership roles include co-director (with Prof Dani Ben-Zvi, University of Haifa) of the International Collaboration for Research in Statistical Reasoning, Thinking and Literacy (2013-present); Executive Boards for the International Association for Statistical Education (2017-2019) and Mathematics Education Research Group of Australasia (2009-2012; 2023-2024); current or past editorial board member for three peer-reviewed journals (Mathematics Education Research Journal, Statistics Education Research Journal and Technology Innovations in Statistics Education) and guest editor of three special issues (Mathematical Thinking and Learning and Educational Studies in Mathematics).
A highly-cited author, Katie has published seven authored and edited books, twenty-five peer-reviewed journal articles and sixteen book chapters as well as presenting her research on six continents. Her edited volumes of research include the Handbook of Research in Statistics Education (Springer, 2018), Research in Mathematics Education in Australasia 2012-2015 (Springer, 2016) and The Teaching and Learning of Statistics: International Perspectives (Springer, 2015).
A former classroom teacher for 15 years in USA, Malaysia and Nepal, Katie holds a PhD in Mathematics Education (University of Texas), Master of Arts in Mathematics (Pure Mathematical Logic, University of California, Berkeley) and Bachelor of Arts (with honours) in Mathematics. She is a qualified secondary mathematics teacher (Queensland, California).
In inquiry-based learning, Dr Makar's research has been used in the development of inquiry-based lessons for Queensland state schools and the creation of innovative curriculum resources in Australia and USA (4D/5D model of guided mathematical inquiry). An M-in-STEM episode of the Queensland Department of Education's EDTV featured her research and engagement with schools (November, 2020; M in STEM – Effective inquiry strategies: Implementing a mathematical inquiry framework - YouTube). Her research on informal statistical inference has had a major impact on the direction of international statistics education research at the school level.
Journal Article: Challenging conceptual understanding in a complex system: supporting young students to address extended mathematical inquiry problems
Fielding, Jill and Makar, Katie (2021). Challenging conceptual understanding in a complex system: supporting young students to address extended mathematical inquiry problems. Instructional Science, 50 (1), 35-61. doi: 10.1007/s11251-021-09564-3
Journal Article: Statistical modelling and repeatable structures: purpose, process and prediction
Makar, Katie and Allmond, Sue (2018). Statistical modelling and repeatable structures: purpose, process and prediction. ZDM, 50 (7), 1139-1150. doi: 10.1007/s11858-018-0956-y
Book Chapter: Learning about statistical inference
Makar, Katie and Rubin, Andee (2018). Learning about statistical inference. International handbook of research in statistics education. (pp. 261-294) edited by Dani Ben-Zvi, Katie Makar and Joan Garfield. Cham, Switzerland: Springer International Publishing. doi: 10.1007/978-3-319-66195-7_8
Book Chapter: Theorising links between context and structure to introduce powerful statistical ideas in the early years
Makar, Katie (2018). Theorising links between context and structure to introduce powerful statistical ideas in the early years. Statistics in early childhood and primary education: supporting early statistical and probabilistic thinking. (pp. 3-20) edited by Aisling Leavy, Maria Meletiou-Mavrotheris and Efi Paparistodemou. Singapore: Springer. doi: 10.1007/978-981-13-1044-7_1
Journal Article: Developing young children's emergent inferential practices in statistics
Makar, Katie (2016). Developing young children's emergent inferential practices in statistics. Mathematical Thinking and Learning, 18 (1), 1-24. doi: 10.1080/10986065.2016.1107820
Journal Article: Scaffolding norms of argumentation-based inquiry in a primary mathematics classroom
Makar, Katie, Bakkar, Arthur and Ben-Zvi, Dani (2015). Scaffolding norms of argumentation-based inquiry in a primary mathematics classroom. ZDM, 47 (7), 1107-1120. doi: 10.1007/s11858-015-0732-1
Journal Article: Young children's explorations of average through informal inferential reasoning
Makar, Katie (2014). Young children's explorations of average through informal inferential reasoning. Educational Studies in Mathematics, 86 (1), 61-78. doi: 10.1007/s10649-013-9526-y
Book Chapter: Blurring the boundaries: the transformative nature of research participation
Makar, Katie and O'Brien, Mia (2013). Blurring the boundaries: the transformative nature of research participation. The Role of Participants in Education Research: Ethics, Epistemologies, and Methods. (pp. 110-125) edited by Warren Midgley, Patrick Alan Danaher and Margaret Baguley. New York, NY, United States: Routledge. doi: 10.4324/9780203078389
Journal Article: Predict! Teaching statistics using informal statistical inference
Makar, Katie (2013). Predict! Teaching statistics using informal statistical inference. Australian Mathematics Teacher, 69 (4), 34-40.
Book Chapter: Technology for enhancing statistical reasoning at the school level
Biehler, Rolph, Ben-Zvi, Dani, Bakker, Arthur and Makar, Katie (2013). Technology for enhancing statistical reasoning at the school level. Third International Handbook of Mathematics Education. (pp. 643-689) edited by M. A. (Ken) Clement, Alan J. Bishop, Christine Keitel, Jeremy Kilpatrick and Frederick K. S. Leung. New York, NY, United States: Springer. doi: 10.1007/978-1-4614-4684-2_21
Journal Article: Students' emergent articulations of uncertainty while making informal statistical inferences
Ben-Zvi, Dani, Aridor, Keren, Makar, Katie and Bakkar, Arthur (2012). Students' emergent articulations of uncertainty while making informal statistical inferences. ZDM: The International Journal on Mathematics Education, 44 (7), 913-925. doi: 10.1007/s11858-012-0420-3
Book Chapter: The pedagogy of mathematics inquiry
Makar, Katie (2012). The pedagogy of mathematics inquiry. Pedagogy: new developments in the learning sciences. (pp. 371-397) edited by Robyn M. Gillies. New York, United States: Nova Science Publishers.
Book Chapter: Teaching teachers to teach statistical investigations
Makar, Katie and Fielding-Wells, Jill (2011). Teaching teachers to teach statistical investigations. Teaching statistics in school mathematics: Challenges for teaching and teacher education. A Joint ICMI/IASE Study: The 18th ICMI Study. (pp. 347-358) edited by Carmen Batanero, Gail Burrill and Chris Reading. Dordrech, Netherlands: Springer. doi: 10.1007/978-94-007-1131-0_33
Journal Article: The reasoning behind informal statistical inference
Makar, Katie, Bakker, Arthur and Ben-Zvi, Dani (2011). The reasoning behind informal statistical inference. Mathematical Thinking and Learning, 13 (1-2), 152-173. doi: 10.1080/10986065.2011.538301
Book: Thinking through mathematics: Engaging students with inquiry-based learning. Book 3, Ages 10-13
Allmond, Sue, Wells, Jill and Makar, Katie (2010). Thinking through mathematics: Engaging students with inquiry-based learning. Book 3, Ages 10-13. Carlton South, Vic., Australia: Education Services Australia.
Journal Article: A framework for thinking about informal statistical inference
Makar, Katie and Rubin, Andee (2009). A framework for thinking about informal statistical inference. Statistics Education Research Journal, 8 (1), 82-105.
Conference Publication: A model of learning to teach statistical inquiry
Makar, Katie (2008). A model of learning to teach statistical inquiry. Joint ICMI/IASE Study Statistics in School Mathematics. Challenges for Teaching and Teacher Education, Monterrey, Mexico, 30 June - 4 July 2008. Voorburg, The Netherlands: ICMI, IASE & ISI.
Journal Article: Connection levers: Supports for building teachers’ confidence and commitment to teach mathematics and statistics through inquiry
Makar, K. (2007). Connection levers: Supports for building teachers’ confidence and commitment to teach mathematics and statistics through inquiry. Mathematics Teacher Education and Development, 8 (Special Issue), 48-73.
Book Chapter: Critiquing and improving the use of data from high-stakes tests with the aid of dynamic statistics software
Confrey, Jere and Makar, Katie M. (2005). Critiquing and improving the use of data from high-stakes tests with the aid of dynamic statistics software. Scaling up success: Lessons learned from technology-based educational improvement. (pp. 198-226) edited by Chris Dede, James P. Honan and Laurence C. Peters. San Francisco, CA, Australia: Jossey-Bass.
Journal Article: Variation talk: Articulating meaning in statistics
Makar, Katie and Confrey, Jere (2005). Variation talk: Articulating meaning in statistics. Statistics Education Research Journal, 4 (1), 27-54.
Developing classroom norms of inquiry based learning in mathematics
(2017–2020) ARC Discovery Projects
(2014–2017) Griffith University
(2014) ARC Discovery Projects
Designing mathematics instructions and tasks for green education
Master Philosophy
Language Games in Primary Mathematics: a qualitative study of how dialogic pedagogy is further enabled by using Wittgenstein's notion of language games to provide rich contexts for talk in primary mathematics
Master Philosophy
(2023) Master Philosophy
Inquiry-based learning in mathematics with complex, open-ended tasks
My main research focus is on understanding aspects of students and teachers' development of inquiry-based learning in mathematics using complex, open-ended tasks in primary or secondary school. I would welcome RHD students with an interest in this area.
Data science education in primary school
Most of my international publications and theoretical contributions have been in statistics education, particularly around informal statistical inference. My current work focuses on statistical reasoning with children from prep (age 4-5) through secondary, or their teachers, particularly around the topics of computational thinking and data science education.
Fielding, Jill and Makar, Katie (2021). Challenging conceptual understanding in a complex system: supporting young students to address extended mathematical inquiry problems. Instructional Science, 50 (1), 35-61. doi: 10.1007/s11251-021-09564-3
Statistical modelling and repeatable structures: purpose, process and prediction
Makar, Katie and Allmond, Sue (2018). Statistical modelling and repeatable structures: purpose, process and prediction. ZDM, 50 (7), 1139-1150. doi: 10.1007/s11858-018-0956-y
Learning about statistical inference
Makar, Katie and Rubin, Andee (2018). Learning about statistical inference. International handbook of research in statistics education. (pp. 261-294) edited by Dani Ben-Zvi, Katie Makar and Joan Garfield. Cham, Switzerland: Springer International Publishing. doi: 10.1007/978-3-319-66195-7_8
Makar, Katie (2018). Theorising links between context and structure to introduce powerful statistical ideas in the early years. Statistics in early childhood and primary education: supporting early statistical and probabilistic thinking. (pp. 3-20) edited by Aisling Leavy, Maria Meletiou-Mavrotheris and Efi Paparistodemou. Singapore: Springer. doi: 10.1007/978-981-13-1044-7_1
Developing young children's emergent inferential practices in statistics
Makar, Katie (2016). Developing young children's emergent inferential practices in statistics. Mathematical Thinking and Learning, 18 (1), 1-24. doi: 10.1080/10986065.2016.1107820
Scaffolding norms of argumentation-based inquiry in a primary mathematics classroom
Makar, Katie, Bakkar, Arthur and Ben-Zvi, Dani (2015). Scaffolding norms of argumentation-based inquiry in a primary mathematics classroom. ZDM, 47 (7), 1107-1120. doi: 10.1007/s11858-015-0732-1
Young children's explorations of average through informal inferential reasoning
Makar, Katie (2014). Young children's explorations of average through informal inferential reasoning. Educational Studies in Mathematics, 86 (1), 61-78. doi: 10.1007/s10649-013-9526-y
Blurring the boundaries: the transformative nature of research participation
Makar, Katie and O'Brien, Mia (2013). Blurring the boundaries: the transformative nature of research participation. The Role of Participants in Education Research: Ethics, Epistemologies, and Methods. (pp. 110-125) edited by Warren Midgley, Patrick Alan Danaher and Margaret Baguley. New York, NY, United States: Routledge. doi: 10.4324/9780203078389
Predict! Teaching statistics using informal statistical inference
Makar, Katie (2013). Predict! Teaching statistics using informal statistical inference. Australian Mathematics Teacher, 69 (4), 34-40.
Technology for enhancing statistical reasoning at the school level
Biehler, Rolph, Ben-Zvi, Dani, Bakker, Arthur and Makar, Katie (2013). Technology for enhancing statistical reasoning at the school level. Third International Handbook of Mathematics Education. (pp. 643-689) edited by M. A. (Ken) Clement, Alan J. Bishop, Christine Keitel, Jeremy Kilpatrick and Frederick K. S. Leung. New York, NY, United States: Springer. doi: 10.1007/978-1-4614-4684-2_21
Students' emergent articulations of uncertainty while making informal statistical inferences
Ben-Zvi, Dani, Aridor, Keren, Makar, Katie and Bakkar, Arthur (2012). Students' emergent articulations of uncertainty while making informal statistical inferences. ZDM: The International Journal on Mathematics Education, 44 (7), 913-925. doi: 10.1007/s11858-012-0420-3
The pedagogy of mathematics inquiry
Makar, Katie (2012). The pedagogy of mathematics inquiry. Pedagogy: new developments in the learning sciences. (pp. 371-397) edited by Robyn M. Gillies. New York, United States: Nova Science Publishers.
Teaching teachers to teach statistical investigations
Makar, Katie and Fielding-Wells, Jill (2011). Teaching teachers to teach statistical investigations. Teaching statistics in school mathematics: Challenges for teaching and teacher education. A Joint ICMI/IASE Study: The 18th ICMI Study. (pp. 347-358) edited by Carmen Batanero, Gail Burrill and Chris Reading. Dordrech, Netherlands: Springer. doi: 10.1007/978-94-007-1131-0_33
The reasoning behind informal statistical inference
Makar, Katie, Bakker, Arthur and Ben-Zvi, Dani (2011). The reasoning behind informal statistical inference. Mathematical Thinking and Learning, 13 (1-2), 152-173. doi: 10.1080/10986065.2011.538301
Thinking through mathematics: Engaging students with inquiry-based learning. Book 3, Ages 10-13
Allmond, Sue, Wells, Jill and Makar, Katie (2010). Thinking through mathematics: Engaging students with inquiry-based learning. Book 3, Ages 10-13. Carlton South, Vic., Australia: Education Services Australia.
A framework for thinking about informal statistical inference
Makar, Katie and Rubin, Andee (2009). A framework for thinking about informal statistical inference. Statistics Education Research Journal, 8 (1), 82-105.
A model of learning to teach statistical inquiry
Makar, Katie (2008). A model of learning to teach statistical inquiry. Joint ICMI/IASE Study Statistics in School Mathematics. Challenges for Teaching and Teacher Education, Monterrey, Mexico, 30 June - 4 July 2008. Voorburg, The Netherlands: ICMI, IASE & ISI.
Makar, K. (2007). Connection levers: Supports for building teachers’ confidence and commitment to teach mathematics and statistics through inquiry. Mathematics Teacher Education and Development, 8 (Special Issue), 48-73.
Confrey, Jere and Makar, Katie M. (2005). Critiquing and improving the use of data from high-stakes tests with the aid of dynamic statistics software. Scaling up success: Lessons learned from technology-based educational improvement. (pp. 198-226) edited by Chris Dede, James P. Honan and Laurence C. Peters. San Francisco, CA, Australia: Jossey-Bass.
Variation talk: Articulating meaning in statistics
Makar, Katie and Confrey, Jere (2005). Variation talk: Articulating meaning in statistics. Statistics Education Research Journal, 4 (1), 27-54.
Teaching secondary school mathematics: research and practice for the 21st century
Goos, Merrilyn, Vale, Colleen, Stillman, Gloria, Makar, Katie, Herbert, Sandra and Geiger, Vince (2020). Teaching secondary school mathematics: research and practice for the 21st century. 2nd ed. Crows Nest, NSW Australia: Allen & Unwin. doi: 10.4324/9781003117810
International handbook of research in statistics education
Dani Ben-Zvi, Katie Makar and Joan Garfield eds. (2018). International handbook of research in statistics education. Springer International Handbooks of Education, Cham, Switzerland: Springer International Publishing. doi: 10.1007/978-3-319-66195-7
Research in Mathematics Education in Australasia 2012-2015
Katie Makar, Shelley Dole, Jana Visnovska, Merrilyn Goos, Anne Bennison and Kym Fry eds. (2016). Research in Mathematics Education in Australasia 2012-2015. Singapore: Springer. doi: 10.1007/978-981-10-1419-2
The teaching and learning of statistics: international perspectives
Dani Ben-Zvi and Katie Makar eds. (2016). The teaching and learning of statistics: international perspectives. Heidelberg, Germany: Springer. doi: 10.1007/978-3-319-23470-0
Thinking through mathematics : Engaging students with inquiry-based learning. Book 1, Ages 6-8
Allmond, Sue, Wells, Jill and Makar, Katie (2010). Thinking through mathematics : Engaging students with inquiry-based learning. Book 1, Ages 6-8. Carlton South, Vic., Australia: Education Services Australia.
Thinking through mathematics: Engaging students with inquiry-based learning. Book 2, Ages 8-10
Allmond, Sue, Wells, Jill and Makar, Katie (2010). Thinking through mathematics: Engaging students with inquiry-based learning. Book 2, Ages 8-10. Carlton South, Vic., Australia: Education Services Australia.
Thinking through mathematics: Engaging students with inquiry-based learning. Book 3, Ages 10-13
Allmond, Sue, Wells, Jill and Makar, Katie (2010). Thinking through mathematics: Engaging students with inquiry-based learning. Book 3, Ages 10-13. Carlton South, Vic., Australia: Education Services Australia.
Looking back and taking stock: reflections on the MERGA Research Review 2012–2015
Makar, Katie, Dole, Shelley, Visnovska, Jana, Goos, Merrilyn, Bennison, Anne and Fry, Kym (2020). Looking back and taking stock: reflections on the MERGA Research Review 2012–2015. Research in mathematics education in Australasia 2016–2019. (pp. 7-26) edited by Jennifer Way, Catherine Attard, Judy Anderson, Janette Bobis, Heather McMaster and Katherin Cartwright. Singapore: Springer. doi: 10.1007/978-981-15-4269-5_2
Learning about statistical inference
Makar, Katie and Rubin, Andee (2018). Learning about statistical inference. International handbook of research in statistics education. (pp. 261-294) edited by Dani Ben-Zvi, Katie Makar and Joan Garfield. Cham, Switzerland: Springer International Publishing. doi: 10.1007/978-3-319-66195-7_8
Makar, Katie (2018). Theorising links between context and structure to introduce powerful statistical ideas in the early years. Statistics in early childhood and primary education: supporting early statistical and probabilistic thinking. (pp. 3-20) edited by Aisling Leavy, Maria Meletiou-Mavrotheris and Efi Paparistodemou. Singapore: Springer. doi: 10.1007/978-981-13-1044-7_1
Teaching and learning probability and statistics: an integrated perspective
Langrall, Cynthia W., Makar, Katie, Nilsson, Per and Shaughnessy, J. Michael (2017). Teaching and learning probability and statistics: an integrated perspective. Compendium for research in mathematics education. (pp. 490-525) edited by Jinfa Cai. Reston, VA, United States: National Council of Teachers of Mathematics.
International perspectives on the teaching and learning of statistics
Ben-zvi, Dani and Makar, Katie (2016). International perspectives on the teaching and learning of statistics. The teaching and learning of statistics. (pp. 1-10) edited by Dani Ben-Zvi and Katie Makar. Heidelberg, Germany: Springer. doi: 10.1007/978-3-319-23470-0_1
Introduction: Research in Mathematics Education in Australasia 2012–2015
Makar, Katie, Dole, Shelley, Visnovska, Jana, Goos, Merrilyn, Bennison, Anne and Fry, Kym (2016). Introduction: Research in Mathematics Education in Australasia 2012–2015. Research in Mathematics Education in Australasia 2012-2015. (pp. 1-12) edited by Katie Makar, Shelley Dole, Jana Visnovska, Merrilyn Goos, Anne Bennison and Kym Fry. City of Singapore, Singapore: Springer. doi: 10.1007/978-981-10-1419-2_1
Fielding-Wells, Jill and Makar, Katie (2015). Inferring to a model: using inquiry-based argumentation to challenge young children's expectations of equally likely outcomes. Reasoning about uncertainty: learning and teaching informal inferential reasoning. (pp. 1-28) edited by Andrew Zieffler and Elizabeth Fry. Minneapolis, MN, United States: Catalyst Press.
Wondering, wandering or unwavering? Learners' statistical investigations with Fathom
Makar, Katie and Confrey, Jere (2014). Wondering, wandering or unwavering? Learners' statistical investigations with Fathom. Mit Werkzeugen Mathematik und Stochastik lernen - Using Tools for Learning Mathematics and Statistics. (pp. 351-362) edited by Thomas Wassong, Daniel Frischemeier, Pascal R. Fischer, Reinhard Hochmuth and Peter Bender. Wiesbaden, Germany: Springer Spektrum. doi: 10.1007/978-3-658-03104-6_25
Blurring the boundaries: the transformative nature of research participation
Makar, Katie and O'Brien, Mia (2013). Blurring the boundaries: the transformative nature of research participation. The Role of Participants in Education Research: Ethics, Epistemologies, and Methods. (pp. 110-125) edited by Warren Midgley, Patrick Alan Danaher and Margaret Baguley. New York, NY, United States: Routledge. doi: 10.4324/9780203078389
Technology for enhancing statistical reasoning at the school level
Biehler, Rolph, Ben-Zvi, Dani, Bakker, Arthur and Makar, Katie (2013). Technology for enhancing statistical reasoning at the school level. Third International Handbook of Mathematics Education. (pp. 643-689) edited by M. A. (Ken) Clement, Alan J. Bishop, Christine Keitel, Jeremy Kilpatrick and Frederick K. S. Leung. New York, NY, United States: Springer. doi: 10.1007/978-1-4614-4684-2_21
The pedagogy of mathematics inquiry
Makar, Katie (2012). The pedagogy of mathematics inquiry. Pedagogy: new developments in the learning sciences. (pp. 371-397) edited by Robyn M. Gillies. New York, United States: Nova Science Publishers.
Teaching teachers to teach statistical investigations
Makar, Katie and Fielding-Wells, Jill (2011). Teaching teachers to teach statistical investigations. Teaching statistics in school mathematics: Challenges for teaching and teacher education. A Joint ICMI/IASE Study: The 18th ICMI Study. (pp. 347-358) edited by Carmen Batanero, Gail Burrill and Chris Reading. Dordrech, Netherlands: Springer. doi: 10.1007/978-94-007-1131-0_33
Mathematical knowledge and practices resulting from access to digital technologies
Olive, John and Makar, Katie (2010). Mathematical knowledge and practices resulting from access to digital technologies. Mathematics Education and Technology - Rethinking the Terrain. (pp. 133-178) edited by C. Hoyles and J-B. Lagrange. New York, United States: Springer. doi: 10.1007/978-1-4419-0146-0_8
Makar, K. and Confrey, J. (2007). Moving the context of modelling to the forefront: Preservice teachers’ investigations of equity in testing. Modelling and applications in mathematics education: the 14th ICMI study. (pp. 485-490) edited by W. Blum, P. L. Galbraith, H.-W. Henn and M. Niss. Norwell, USA: Springer. doi: 10.1007/978-0-387-29822-1_55
Confrey, Jere and Makar, Katie M. (2005). Critiquing and improving the use of data from high-stakes tests with the aid of dynamic statistics software. Scaling up success: Lessons learned from technology-based educational improvement. (pp. 198-226) edited by Chris Dede, James P. Honan and Laurence C. Peters. San Francisco, CA, Australia: Jossey-Bass.
Secondary teachers’ statistical reasoning in comparing two groups
Makar, Katie and Confrey, Jere (2004). Secondary teachers’ statistical reasoning in comparing two groups. The challenge of developing statistical literacy, reasoning, and thinking. (pp. 353-373) edited by Dani Ben-Zvi and Joan Garfield. Dordrecht, Netherlands: Kluwer Academic Publishers. doi: 10.1007/1-4020-2278-6_15
Primary students’ learning about citizenship through data science
Makar, Katie, Fry, Kym and English, Lyn (2023). Primary students’ learning about citizenship through data science. ZDM – Mathematics Education, 1-13. doi: 10.1007/s11858-022-01450-7
Sherwood, Carl and Makar, Katie (2022). Students making sense of statistics through storytelling: a theoretical perspective based on Bruner’s narrative mode of thought. Mathematics Education Research Journal, 1-35. doi: 10.1007/s13394-022-00440-y
Fielding, Jill and Makar, Katie (2021). Challenging conceptual understanding in a complex system: supporting young students to address extended mathematical inquiry problems. Instructional Science, 50 (1), 35-61. doi: 10.1007/s11251-021-09564-3
How could we teach data science in primary school?
Fry, Kym and Makar, Katie (2021). How could we teach data science in primary school?. Teaching Statistics, 43 (S1), S173-S181. doi: 10.1111/test.12259
New ways of interacting with data, context, and chance in statistical modeling processes
Noll, Jennifer, Schnell, Susanne, Gould, Rob and Makar, Katie (2021). New ways of interacting with data, context, and chance in statistical modeling processes. Mathematical Thinking and Learning, 24 (4), 331-335. doi: 10.1080/10986065.2021.1922855
Developing statistical modeling with paper helicopters
Makar, Katie, Doerr, Helen M. and delMas, Robert (2020). Developing statistical modeling with paper helicopters. Mathematics Teacher, 113 (2), 147-151. doi: 10.5951/mtlt.2019.0243
Makar, Katie, Ali, Muhammad and Fry, Kym (2018). Narrative and inquiry as a basis for a design framework to reconnect mathematics curriculum with students. International Journal of Educational Research, 92, 188-198. doi: 10.1016/j.ijer.2018.09.021
Statistical modelling and repeatable structures: purpose, process and prediction
Makar, Katie and Allmond, Sue (2018). Statistical modelling and repeatable structures: purpose, process and prediction. ZDM, 50 (7), 1139-1150. doi: 10.1007/s11858-018-0956-y
Blue, Levon, O'Brien, Mia and Makar, Katie (2018). Exploring the classroom practices that may enable a compassionate approach to financial literacy education. Mathematics Education Research Journal, 30 (2), 143-164. doi: 10.1007/s13394-017-0223-5
Makar, Katie and Fielding-Wells, Jill (2018). Shifting more than the goal posts: developing classroom norms of inquiry-based learning in mathematics. Mathematics Education Research Journal, 30 (1), 53-63. doi: 10.1007/s13394-017-0215-5
Creating a culture of productive classroom talk
Makar, Katie and Allmond, Sue (2018). Creating a culture of productive classroom talk. The Australian Mathematics Teacher, 74 (4), 19-25.
A modeling approach to the development of students' informal inferential reasoning
Doerr, Helen M., Delmas, Robert and Makar, Katie (2017). A modeling approach to the development of students' informal inferential reasoning. Statistics Education Research Journal, 16 (2), 86-115.
Dierdorp, Adri, Bakker, Arthur, Ben-Zvi, Dani and Makar, Katie (2017). Secondary students' considerations of variability in measurement activities based on authentic practices. Statistics Education Research Journal, 16 (2), 397-418.
Fielding-Wells, Jill, O'Brien, Mia and Makar, Katie (2017). Using expectancy-value theory to explore aspects of motivation in inquiry based learning in primary mathematics. Mathematics Education Research Journal, 29 (2), 237-254. doi: 10.1007/s13394-017-0201-y
Bakker, Arthur, Ben-Zvi, Dani and Makar, Katie (2017). An inferentialist perspective on the coordination of actions and reasons involved in making a statistical inference. Mathematics Education Research Journal, 29 (4), 1-16. doi: 10.1007/s13394-016-0187-x
Developing young children's emergent inferential practices in statistics
Makar, Katie (2016). Developing young children's emergent inferential practices in statistics. Mathematical Thinking and Learning, 18 (1), 1-24. doi: 10.1080/10986065.2016.1107820
Scaffolding norms of argumentation-based inquiry in a primary mathematics classroom
Makar, Katie, Bakkar, Arthur and Ben-Zvi, Dani (2015). Scaffolding norms of argumentation-based inquiry in a primary mathematics classroom. ZDM, 47 (7), 1107-1120. doi: 10.1007/s11858-015-0732-1
Learning to reason from samples
Ben-Zvi, Dani, Bakkar, Arthur and Makar, Katie (2015). Learning to reason from samples. Educational Studies in Mathematics, 88 (3), 291-303. doi: 10.1007/s10649-015-9593-3
Inquiry pedagogy to promote emerging proportional reasoning in primary students
Fielding-Wells, Jill, Dole, Shelley and Makar, Katie (2014). Inquiry pedagogy to promote emerging proportional reasoning in primary students. Mathematics Education Research Journal, 26 (1), 47-77. doi: 10.1007/s13394-013-0111-6
Young children's explorations of average through informal inferential reasoning
Makar, Katie (2014). Young children's explorations of average through informal inferential reasoning. Educational Studies in Mathematics, 86 (1), 61-78. doi: 10.1007/s10649-013-9526-y
Predict! Teaching statistics using informal statistical inference
Makar, Katie (2013). Predict! Teaching statistics using informal statistical inference. Australian Mathematics Teacher, 69 (4), 34-40.
Students' emergent articulations of uncertainty while making informal statistical inferences
Ben-Zvi, Dani, Aridor, Keren, Makar, Katie and Bakkar, Arthur (2012). Students' emergent articulations of uncertainty while making informal statistical inferences. ZDM: The International Journal on Mathematics Education, 44 (7), 913-925. doi: 10.1007/s11858-012-0420-3
The role of context in developing reasoning about informal statistical inference
Makar, Katie and Ben-Zvi, Dani (2011). The role of context in developing reasoning about informal statistical inference. Mathematical Thinking and Learning, 13 (1-2), 1-4. doi: 10.1080/10986065.2011.538291
The reasoning behind informal statistical inference
Makar, Katie, Bakker, Arthur and Ben-Zvi, Dani (2011). The reasoning behind informal statistical inference. Mathematical Thinking and Learning, 13 (1-2), 152-173. doi: 10.1080/10986065.2011.538301
A framework for thinking about informal statistical inference
Makar, Katie and Rubin, Andee (2009). A framework for thinking about informal statistical inference. Statistics Education Research Journal, 8 (1), 82-105.
Lifelong learning: Preparing for the future in the middle years
Loch, S. and Makar, K. (2008). Lifelong learning: Preparing for the future in the middle years. Australian Journal of Middle Schooling, 8 (2), 5-10.
Elaborating a model of learning to teach mathematical inquiry
Makar, Katie (2007). Elaborating a model of learning to teach mathematical inquiry. Curriculum Leadership, 5 (18)
Makar, K. (2007). Connection levers: Supports for building teachers’ confidence and commitment to teach mathematics and statistics through inquiry. Mathematics Teacher Education and Development, 8 (Special Issue), 48-73.
Designing professional development to support teacher’s learning in complex environments
Goos, Merrilyn, Dole, Shelley and Makar, Katie (2007). Designing professional development to support teacher’s learning in complex environments. Mathematics Teacher Education and Development, 8 (Special Issue), 23-47.
Variation talk: Articulating meaning in statistics
Makar, Katie and Confrey, Jere (2005). Variation talk: Articulating meaning in statistics. Statistics Education Research Journal, 4 (1), 27-54.
Undertaking data analysis of student outcomes as professional development for teachers
Confrey, Jere, Makar, Katie and Kazak, Sibel (2004). Undertaking data analysis of student outcomes as professional development for teachers. ZDM: The International Journal on Mathematics Education, 36 (1), 32-40. doi: 10.1007/BF02655755
Makar, Katie and Fielding-Wells, Jill (2019). Extending Yackel and Cobb’s sociomathematical norms to ill-structured problems in an inquiry-based classroom. Eleventh Congress of the European Society for Research in Mathematics Education (CERME11), Utrecht, Netherlands, 6-10 February 2019. Utrecht, Netherlands: Freudenthal Institute, ERME.
Early childhood experiences in inferential statistics using an inquiry approach
McPhee, Debra and Makar, Katie (2018). Early childhood experiences in inferential statistics using an inquiry approach. The International Conference on Teaching Statistics, Kyoto, Japan, 8-13 July 2018.
Rethinking the statistics curriculum: holistic, purposeful and layered
Makar, Katie (2018). Rethinking the statistics curriculum: holistic, purposeful and layered. The International Conference on Teaching Statistics, Kyoto, Japan, 8-13 July 2018.
Scaffolding data conversations in a primary classroom
Allmond, Sue and Makar, Katie (2018). Scaffolding data conversations in a primary classroom. The International Conference on Teaching statistics, Kyoto, Japan, 8-13 July, 2018.
Allmond, Sue, Hillman, Judith, Huntly, Karen, Makar, Katie and O'Brien, Mia (2016). Assessing children’s progress in taking intellectual risks in a mathematical inquiry classroom with a positive learning approach. 39th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA39), Adelaide, VIC, Australia, 3 - 7 July 2016. Wahroonga, NSW, Australia: MERGA.
Improving the intellectual quality of pedagogy in primary classrooms through mathematical inquiry
Makar, Katie (2016). Improving the intellectual quality of pedagogy in primary classrooms through mathematical inquiry. Annual Conference of the Mathematics Education Research Group of Australasia, Adelaide, SA, Australia, 3-7 July 2016. Adelaide, SA, Australia: Mathematics Education Research Group of Australasia.
"If it doesn't have an apex it's not a pyramid": argumentation as a bridge to mathematical reasoning
Fielding-Wells, Jill and Makar, Katie (2015). "If it doesn't have an apex it's not a pyramid": argumentation as a bridge to mathematical reasoning. Psychology of Mathematics Education: PME 39, Hobart, TAS, Australia, 13-18 July 2015. Hobart, TAS, Australia: PME.
A modeling approach to the development of students’ informal inferential reasoning
Doerr, Helen, delMas, Robert and Makar, Katie (2015). A modeling approach to the development of students’ informal inferential reasoning. International Research Forum on Statistical Reasoning, Thinking and Literacy, Paderborn, Germany, 26 July-1 August 2015.
Connecting mathematics within and beyond the horizon through inquiry-based pedagogies
Makar, Katie (2015). Connecting mathematics within and beyond the horizon through inquiry-based pedagogies. Conversations on Knowledge for Teaching, Launceston, TAS, Australia, 11-13 February 2015.
How inquiry pedagogy enables teachers to facilitate growth mindsets in mathematics classrooms
O'Brien, Mia, Makar, Katie, Fielding-Wells, Jill and Hillman, Jude (2015). How inquiry pedagogy enables teachers to facilitate growth mindsets in mathematics classrooms. Mathematics Education Research Group of Australasia Conference, Sippy Downs, QLD, Australia, 28 June - 2 July 2015. Adelaide, SA, Australia: MERGA.
Teacher's scaffolding over the year to develop norms of mathematical inquiry in a primary classroom
Makar, Katie, Bakker, Arthur and Ben-Zvi, Dani (2015). Teacher's scaffolding over the year to develop norms of mathematical inquiry in a primary classroom. Mathematics Education Research Group of Australasia Conference, Sippy Downs, QLD, Australia, 29 June - 2 July 2015. Adelaide, SA, Australia: MERGA.
Wells, Jill and Makar, Katie (2015). Young children’s development and use of models as evidence in support of informal statistical inference. International Research Forum on Statistical Reasoning, Thinking and Literacy, Paderborn, Germany, 26 July-1 August 2015.
Exposing young children to activities that develop emergent inferential practices in statistics
McPhee, Debra and Makar, Katie (2014). Exposing young children to activities that develop emergent inferential practices in statistics. International Conference on Teaching Statistics (ICOTS9), Flagstaff, AZ, United States, 13-18 July 2014. Voorburg, The Netherlands: International Statistical Institute.
Allmond, Sue and Makar, Katie (2014). From hat plots to box plots in TinkerPlots: supporting students to write conclusions which account for variability in data. ICOTS9: 9th International Conference on Teaching Statistics 2014, Flagstaff, AZ, USA, 13-18 July, 2014. Voorburg, Netherlands: International Association for Statistical Education.
Informal statistical inference revisited
Makar, Katie and Rubin, Andee (2014). Informal statistical inference revisited. ICOTS9: 9th International Conference on Teaching Statistics 2014, Flagstaff, AZ, USA, 13-18 July, 2014. Voorburg, Netherlands: International Association for Statistical Education.
Building relationships between state stakeholders and researchers: people, persistence and passion
Horne, Rhonda and Makar, Katie (2013). Building relationships between state stakeholders and researchers: people, persistence and passion. MERGA 36: 36th Annual Conference of the Mathematics Education Research Group of Australasia, Melbourne, VIC, Australia, 7-11 July, 2013. Adelaide, SA, Australia: Mathematics Education Research Group of Australasia.
From small project to large-scale implementation: bridging research and practice
Makar, K., Dole, S., Horne, R., Debritz, C. and Allmond, S. (2013). From small project to large-scale implementation: bridging research and practice. MERGA 36: 36th Annual Conference of the Mathematics Education Research Group of Australasia, Melbourne, VIC, Australia, 7-11 July, 2013.
Fielding-Wells, Jill and Makar, Katie (2013). Inferring to a model: using inquiry-based argumentation to challenge young children's expectations of equally likely outcomes. The Eighth International Research Forum on Statistical Reasoning, Thinking, and Literacy (SRTL-8), Two Harbors, MN, USA, 18-24 August, 2013. University of Minnesota.
Inquiry-based learning in mathematics: designing collaborative research with schools
Makar, Katie and Dole, Shelley (2013). Inquiry-based learning in mathematics: designing collaborative research with schools. MERGA 36: 36th Annual Conference of the Mathematics Education Research Group of Australasia, Melbourne, VIC, Australia, 7-11 July, 2013. Adelaide, SA, Australia: Mathematics Education Research Group of Australasia.
Bakker, Arthur, Ben-Zvi, Dani, Makar, Katie and Kurvers, Tim (2013). Reducing uncertainty in a hospital laboratory: a vocational student's web of reasons and actions involved in making a statistical inference. The Eighth International Research Forum on Statistical Reasoning, Thinking, and Literacy (SRTL-8), Two Harbors, MN, USA, 18-24 August 2013. University of Minnesota.
Assessing for learning in inquiry mathematics
Fry, Kym and Makar, Katie (2012). Assessing for learning in inquiry mathematics. 12th International Congress of Mathematics Education, Seoul, Korea, 8-15 July 2012. Chungcheongbuk-Do, Republic of Korea: International Commission on Mathematical Education (ICME).
Developing primary students' argumentation skills in inquiry-based mathematics classrooms
Fielding-Wells, Jill and Makar, Katie (2012). Developing primary students' argumentation skills in inquiry-based mathematics classrooms. 10th International Conference of the Learning Sciences: The Future of Learning, Sydney, Australia, 2-6 July 2012. Sydney, Australia: International Society of the Learning Sciences (ISLS).
Embedding authenticity and cultural relevance in the primary mathematics curriculum
Rampal, Anita and Makar, Katie (2012). Embedding authenticity and cultural relevance in the primary mathematics curriculum. The Twelfth International Congress of Mathematics Education, Seoul, Korea, 8-15 July 2012. Korea National Univ. of Education Gangnae-myeon, Cheongwon-gun, Chungcheongbuk-Do, Republic of Korea: International Commission on Mathematical Education (ICME).
Enacting the intended curriculum through inquiry pedagogy
Dole, Shelley, Makar, Katie and Gillies, Robyn (2012). Enacting the intended curriculum through inquiry pedagogy. The Twelfth International Congress of Mathematics Education, Seoul, Korea, 8-15 July 2012. Korea National Univ. of Education Gangnae-myeon, Cheongwon-gun, Chungcheongbuk-Do, Republic of Korea: International Commission on Mathematical Education (ICME).
Children's reasoning about samples in an inquiry-based learning environment
Ben-Zvi, Dani, Makar, Katie, Bakker, Arthur and Aridor, Keren (2011). Children's reasoning about samples in an inquiry-based learning environment. SRTL-7 - Seventh International Research Forum on Statistical Reasoning, Thinking and Literacy, Utrecht, Netherlands, 17-23 July 2011.
Children’s emergent inferential reasoning about samples in an inquiry-based environment
Ben-Zvi, Dani, Makar, Katie, Bakker, Arthur and Aridor, Keren (2011). Children’s emergent inferential reasoning about samples in an inquiry-based environment. 7th Congress of the European Society for Research in Mathematics Education, Rzeszow, Poland, 9 - 13 February 2011.
Is this game 1 or game 2? Primary children's reasoning about samples during inquiry
Makar, Katie, Wells, Jill and Allmond, Sue (2011). Is this game 1 or game 2? Primary children's reasoning about samples during inquiry. International Research Forum on Statistical Reasoning, Thinking and Literacy (7th, SRTL, 2011), Utrecht, Netherlands, 17-23 July 2011. Utrecht, Netherlands: International Collaboration for Research on Statistical Reasoning, Thinking, and Literacy.
Learning over time: Pedagogical change in teaching mathematical inquiry
Makar, Katie (2011). Learning over time: Pedagogical change in teaching mathematical inquiry. Mathematics Research Group of Australasia (MERGA) 2011, Alice Springs, NT, Australia, 3 - 7 July 2011. Wahroonga, NSW, Australia: AAMT & MERGA.
Developing primary students' ability to pose questions in statistical investigations
Allmond, Sue and Makar, Katie (2010). Developing primary students' ability to pose questions in statistical investigations. 8th International Conference on Teaching Statistics (ICOTS8), Ljubljana, Slovenia, 11-16 July 2010. Slovenia: International Association for Statistical Education.
Teaching primary teachers to teach statistical inquiry: The uniqueness of initial experiences
Makar, Katie (2010). Teaching primary teachers to teach statistical inquiry: The uniqueness of initial experiences. 8th International Conference on Teaching Statistics (ICOTS8), Ljubljana, Slovenia, 11-16 July 2010. Slovenia: International Association for Statistical Education.
Towards a framework for understanding students' informal statistical inference and argumentation
Ben-Zvi, D., Makar, K. and Bakker, A. (2009). Towards a framework for understanding students' informal statistical inference and argumentation. Sixth International Forum for Research on Statistical Reasoning, Thinking and Literacy, Brisbane, Australia, 10-16 July 2009.
Young children's exploration of average in an inquiry classroom
Makar, Katie and McPhee, D. (2009). Young children's exploration of average in an inquiry classroom. 32nd Annual Conference of the Mathematics Education Research Group of Australasia, Massey University, Wellington, New Zealand, 5-9 July 2009. Palmerston North, N.Z: Mathematics Education Research Group of Australasia.
A model of learning to teach statistical inquiry
Makar, Katie (2008). A model of learning to teach statistical inquiry. Joint ICMI/IASE Study Statistics in School Mathematics. Challenges for Teaching and Teacher Education, Monterrey, Mexico, 30 June - 4 July 2008. Voorburg, The Netherlands: ICMI, IASE & ISI.
Knowledge for teaching mathematics through inquiry
Makar, K. (2008). Knowledge for teaching mathematics through inquiry. Mathematical Knowledge for Teaching, Monterrey, Mexico, 6-13 July 2008. Online: ICME.
Student (dis)engagement in mathematics
Fielding-Wells, Jill and Makar, Katie (2008). Student (dis)engagement in mathematics. AARE 2008 International Education Conference Brisbane: Changing Climates: Education for Sustainable Futures, Brisbane, Australia, 30 November-4 December 2008. Coldstream, Vic: AARE.
Using mathematical inquiry to engage student learning within the overall curriculum
Fielding-Wells, J. and Makar, K. (2008). Using mathematical inquiry to engage student learning within the overall curriculum. Mathematical Knowledge for Teaching, Monterrey, Mexico, 6-13 July 2008. ICME.
'Connection levers': Developing teachers expertise with mathematical inquiry
Makar, K. (2007). 'Connection levers': Developing teachers expertise with mathematical inquiry. Mathematics: Essential Research, Essential Practice, Wrest Point Hotel Casino, Hobart, TAS, 2-6 July 2007. Adelaide, SA.: MERGA Inc..
Beyond the bar graph: Teaching informal statistical inference in primary school
Makar, K. and Rubin, A. (2007). Beyond the bar graph: Teaching informal statistical inference in primary school. Reasoning about Statistical Inference: Innovative Ways of Connecting Chance and Data, The University of Warwick, 11-17 August 2007. Online: The International Association for Statistics Education.
Goos, Merrilyn, Dole, Shelley and Makar, Katie (2007). Supporting an investigative approach to teaching secondary school mathematics: A professional development model. Mathematics Education Research Group of Australasia Conference, Hobart, Australia, 2-6 July 2007. Adelaide, Australia: MERGA.
Dynamic statistical software: How are learners using it to conduct data-based investigations?
Makar, K and Confrey, J. (2006). Dynamic statistical software: How are learners using it to conduct data-based investigations?. Digital Technologies and Mathematics Teaching and Learning: Rn, Hanoi University of Technology, 3-8 December 2006. Hanoi: Hanoi Institute of Technology.
Innovative inquiry-based mathematics teaching in middle school. .
Makar, Katie (2006). Innovative inquiry-based mathematics teaching in middle school. .. 1st ACEL Microsoft Online Conference, online, 2006. Penrith NSW: Australian Council for Educational Leaders (ACEL).
Preservice teachers' informal descriptions of variation
Canada, D. and Makar, K. (2006). Preservice teachers' informal descriptions of variation. 2006 AERA Annual Meeting: Research in the Public Interest, San Francisco, California, 7 - 11 April, 2006. Online: American Educational Research Association.
Preservice teachers’ conceptions of variation
Makar, Katie and Canada, Dan (2005). Preservice teachers’ conceptions of variation. Psychology of Mathematics Education PME 29, University of Melbourne, 10-15 July, 2005. Melbourne: PME.
Using distributions as statistical evidence in well-structured and ill-structured problems
Makar, Katie and Confrey, Jere (2005). Using distributions as statistical evidence in well-structured and ill-structured problems. SRTL4 - 2005: Fourth International Research Forum on Statistical Reasoning, Thinking and Literacy, University of Auckland, New Zealand, 2-7 July, 2005. not found: not found.
Makar, K. and Confrey, J. (2004). Modeling Fairness of Student Achievement in Mathematics Using Statistical Software by Preservice Secondary Teachers. Applications and Modelling in Mathematics Education: Fourteenth Study of the International Commission on Mathematics Instruction (ICMI-14), Dortmund, Germany, February, 2004.
Clumps, chunks, and spread out: Secondary preservice teachers' reasoning about variation
Makar, K. and Confrey, J. (2003). Clumps, chunks, and spread out: Secondary preservice teachers' reasoning about variation. Third International Research Forum on Statistical Reasoning, Thinking, and Literacy, University of Nebraska, Lincoln, Nebraska, 23-28 Jul 2003. Mount Pleasant, Michigan: East Michigan University.
Confrey, J. and Makar, K. (2003). Critiquing and Improving Data Use from High Stakes Tests: Understanding Variation and Distribution in Relation to Equity Using Dynamic Statistics Software. Scaling Up Success: A Usable Knowledge Conference, Harvard Graduate School of Education, University of Harvard, 20-21 Mar 2003. Cambridge, MA, U.S.A.: Harvard Graduate School of Education, Harvard University.
Confrey, Jere and Makar, Katie (2002). Developing secondary teachers’ statistical inquiry through immersion in high-stakes accountability data. Twenty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education PME-NA24, Athens, GA United States, 26-29 October 2002. Columbus, OH United States: International Group for the Psychology of Mathematics Education.
Goos, Merrilyn E., Brown, Ray and Makar, Katie eds. (2008). Navigating currents and charting directions: proceedings of the 31st Annual Conference of the Mathematics Education Research Group of Australasia. MERGA31: navigating currents and charting directions, The University of Queensland, Brisbane, Australia, 28 June-1 July 2008. Brisbane, QLD Australia: Mathematics Education Research Group of Australasia.
Makar, K. ed. (2005). Reasoning about distribution: a collection of current research studies. Proceedings of the Fourth International Research Forum on Statistical Reasoning, Thinking, and Literacy (SRTL-4). Fourth International Research Forum on Statistical Reasoning, Thinking, and Literacy (SRTL-4), University of Auckland, New Zealand, 2–7 July. St Lucia, Brisbane, QLD Australia: School of Education, The University of Queensland.
Makar, Katie (2007). Professional standards for Queensland teachers: Processes and debates. Development of the consultation draft. Queensland College of Teachers.
Developing classroom norms of inquiry based learning in mathematics
(2017–2020) ARC Discovery Projects
(2014–2017) Griffith University
(2014) ARC Discovery Projects
For the Sake of the Argument: Developing Students' Inferential Arguments in Statistics
(2012–2014) ARC Discovery Projects
UQ Category 1 Travel Award - Helen Doerr
(2012) UQ Travel Awards for International Collaborative Research (Category 1)
UQ Travel Awards Category 2 - Dr Katie Makar
(2011) UQ Travel Awards for International Collaborative Research (Category 2)
Inquiry Teaching in Mathematics: Accelerating the process of change
(2009–2012) ARC Linkage Projects
Elaborating a model of learning to teach mathematical inquiry
(2007–2009) ARC Linkage Projects
Investigating Teachers' Cycles of Statistical Inquiry in Middle Years Teaching and Learning
(2006) UQ Early Career Researcher
(2006) UQ Travel Grants Scheme
Developing Teachers' Statistical Reasoning
(2005–2006) UQ New Staff Research Start-Up Fund
Designing mathematics instructions and tasks for green education
Master Philosophy — Principal Advisor
Other advisors:
Language Games in Primary Mathematics: a qualitative study of how dialogic pedagogy is further enabled by using Wittgenstein's notion of language games to provide rich contexts for talk in primary mathematics
Master Philosophy — Principal Advisor
Other advisors:
Improving Mathematics Problem Solving Skill: Exploring the Impact of Data Science Education Through Inquiry Learning Approach to Indonesian Primary School Students
Doctor Philosophy — Principal Advisor
Other advisors:
Desire, willfulness and becoming: Encountering the stories of female refugee-background postgraduate students
Doctor Philosophy — Principal Advisor
Other advisors:
Numeracy in Practice: A strengths-based analysis of pedagogies that support strong numeracy growth in grades 3-5 in South-East Queensland
Master Philosophy — Associate Advisor
Other advisors:
(2023) Master Philosophy — Principal Advisor
Other advisors:
First Year University Students Making Sense of Statistics Through Storytelling
(2020) Doctor Philosophy — Principal Advisor
Other advisors:
(2020) Doctor Philosophy — Principal Advisor
Other advisors:
(2019) Doctor Philosophy — Principal Advisor
Other advisors:
The role of dialogic argumentation in science education for decision-making
(2018) Doctor Philosophy — Principal Advisor
Other advisors:
(2017) Doctor Philosophy — Principal Advisor
Exploring the Impact of Inquiry Learning on Students' Beliefs and Attitudes towards Mathematics
(2016) Doctor Philosophy — Principal Advisor
Other advisors:
Measuring Messy Mathematics: Assessing learning in a mathematical inquiry context
(2016) Doctor Philosophy — Principal Advisor
(2015) Master Philosophy — Principal Advisor
Developing argumentation in mathematics: The role of evidence and context
(2014) Doctor Philosophy — Principal Advisor
(2014) Doctor Philosophy — Principal Advisor
Exploring the lifelong learner qualities of post-diploma learners pursuing a degree
(2009) Master Philosophy — Principal Advisor
(2021) Doctor Philosophy — Associate Advisor
Other advisors:
(2020) Doctor Philosophy — Associate Advisor
Other advisors:
Primary EFL Teachers' Self-Directed Learning in China: Readiness, Process, and Context
(2019) Doctor Philosophy — Associate Advisor
Other advisors:
Curriculum Policy Enactment and Spaces of Change: A Bourdieuian Field Analysis
(2018) Doctor Philosophy — Associate Advisor
Other advisors:
(2016) Doctor Philosophy — Associate Advisor
Other advisors:
Perspective Transformation in Service-Learning: A Grounded Conceptualization of Student Experiences
(2013) Master Philosophy — Associate Advisor
(2009) Master Philosophy — Associate Advisor
Note for students: The possible research projects listed on this page may not be comprehensive or up to date. Always feel free to contact the staff for more information, and also with your own research ideas.
Inquiry-based learning in mathematics with complex, open-ended tasks
My main research focus is on understanding aspects of students and teachers' development of inquiry-based learning in mathematics using complex, open-ended tasks in primary or secondary school. I would welcome RHD students with an interest in this area.
Data science education in primary school
Most of my international publications and theoretical contributions have been in statistics education, particularly around informal statistical inference. My current work focuses on statistical reasoning with children from prep (age 4-5) through secondary, or their teachers, particularly around the topics of computational thinking and data science education.