The University of Queensland

Primary teachers’ early and retrospective instructional vision of mathematical inquiry

Makar, Katie (2023). Primary teachers’ early and retrospective instructional vision of mathematical inquiry. Journal of Educational Change, 1-24. doi: 10.1007/s10833-023-09487-5

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

Fry, Kym, English, Lyn and Makar, Katie (2023). Cognitive tuning in the STEM classroom: communication processes supporting children’s changing conceptions about data. Mathematics Education Research Journal. doi: 10.1007/s13394-023-00465-x

Introduction to rethinking learners' reasoning with nontraditional data

Noll, Jennifer, Kazak, Sibel, Zapata‐Cardona, Lucía and Makar, Katie (2023). Introduction to rethinking learners' reasoning with nontraditional data. Teaching Statistics, 45 (S1), S1-S4. doi: 10.1111/test.12350

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, 55 (5), 1-13. doi: 10.1007/s11858-022-01450-7

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

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

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

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

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

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

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.

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.

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.

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

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

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

Inferring to a model: using inquiry-based argumentation to challenge young children's expectations of equally likely outcomes

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

Moving the context of modelling to the forefront: Preservice teachers’ investigations of equity in testing

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

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.

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 teachers’ early and retrospective instructional vision of mathematical inquiry

Makar, Katie (2023). Primary teachers’ early and retrospective instructional vision of mathematical inquiry. Journal of Educational Change, 1-24. doi: 10.1007/s10833-023-09487-5

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

Fry, Kym, English, Lyn and Makar, Katie (2023). Cognitive tuning in the STEM classroom: communication processes supporting children’s changing conceptions about data. Mathematics Education Research Journal. doi: 10.1007/s13394-023-00465-x

Introduction to rethinking learners' reasoning with nontraditional data

Noll, Jennifer, Kazak, Sibel, Zapata‐Cardona, Lucía and Makar, Katie (2023). Introduction to rethinking learners' reasoning with nontraditional data. Teaching Statistics, 45 (S1), S1-S4. doi: 10.1111/test.12350

M in <scp>CoMputational</scp> thinking: How long does it take to read a book?

Fry, Kym, Makar, Katie and Hillman, Judith (2023). M in CoMputational thinking: How long does it take to read a book?. Teaching Statistics, 45 (S1), S30-S39. doi: 10.1111/test.12348

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, 55 (5), 1-13. doi: 10.1007/s11858-022-01450-7

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

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

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

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

Narrative and inquiry as a basis for a design framework to reconnect mathematics curriculum with students

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

Exploring the classroom practices that may enable a compassionate approach to financial literacy education

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

Shifting more than the goal posts: developing classroom norms of inquiry-based learning in mathematics

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.

Secondary students' considerations of variability in measurement activities based on authentic practices

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.

Using expectancy-value theory to explore aspects of motivation in inquiry based learning in primary mathematics

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

An inferentialist perspective on the coordination of actions and reasons involved in making a statistical inference

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)

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.

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

Extending Yackel and Cobb’s sociomathematical norms to ill-structured problems in an inquiry-based classroom

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.

Assessing children’s progress in taking intellectual risks in a mathematical inquiry classroom with a positive learning approach

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.

Young children’s development and use of models as evidence in support of informal statistical inference

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.

From hat plots to box plots in TinkerPlots: supporting students to write conclusions which account for variability in data

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.

Inferring to a model: using inquiry-based argumentation to challenge young children's expectations of equally likely outcomes

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.

Reducing uncertainty in a hospital laboratory: a vocational student's web of reasons and actions involved in making a statistical inference

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.

Supporting an investigative approach to teaching secondary school mathematics: A professional development model

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.

Modeling Fairness of Student Achievement in Mathematics Using Statistical Software by Preservice Secondary Teachers

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.

Critiquing and Improving Data Use from High Stakes Tests: Understanding Variation and Distribution in Relation to Equity Using Dynamic Statistics Software

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.

Developing secondary teachers’ statistical inquiry through immersion in high-stakes accountability data

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.

Navigating currents and charting directions: proceedings of the 31st Annual Conference of the Mathematics Education Research Group of Australasia

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.

Reasoning about distribution: a collection of current research studies. Proceedings of the Fourth International Research Forum on Statistical Reasoning, Thinking, and Literacy (SRTL-4)

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.

Professional standards for Queensland teachers: Processes and debates. Development of the consultation draft

Makar, Katie (2007). Professional standards for Queensland teachers: Processes and debates. Development of the consultation draft. Queensland College of Teachers.