| Introduction: Research in mathematics education in Australasia 2012–2015 K Makar, S Dole, J Visnovska, M Goos, A Bennison, K Fry Research in Mathematics Education in Australasia 2012-2015, 1-12, 2016 | 11 | 2016 |
| Narrative and inquiry as a basis for a design framework to reconnect mathematics curriculum with students K Makar, M Ali, K Fry International Journal of Educational Research 92, 188-198, 2018 | 8 | 2018 |
| Students" Holding" the Moment: Learning Mathematics in an Inquiry Mathematics Classroom. K Fry Mathematics Education Research Group of Australasia, 2013 | 6 | 2013 |
| Formative assessment tools for inquiry mathematics K Fry Mathematics: Traditions and [new] practices, 270-278, 2011 | 6 | 2011 |
| Primary students’ learning about citizenship through data science K Makar, K Fry, L English ZDM–Mathematics Education, 1-13, 2023 | 4 | 2023 |
| The Explicitness of Teaching in Guided Inquiry. K Fry, J Hillman Mathematics Education Research Group of Australasia, 2018 | 3 | 2018 |
| Sparking mathematical inquiry: Integrating literature and history with the mathematics classroom K Fry Practical Literacy: The Early and Primary Years 21 (3), 13-15, 2016 | 3 | 2016 |
| Assessing inquiry learning: How much is a cubic metre? K Fry Australian Primary Mathematics Classroom 19 (3), 11-15, 2014 | 3 | 2014 |
| M in CoMputational thinking: How long does it take to read a book? K Fry, K Makar, J Hillman Teaching Statistics 45, S30-S39, 2023 | 2 | 2023 |
| How could we teach data science in primary school? K Fry, K Makar Teaching Statistics 43, S173-S181, 2021 | 2 | 2021 |
| Formative assessment in mathematics inquiry: principles of feedback deepening mathematical understandings. K Fry Teaching Mathematics 37 (3), 34-36, 2012 | 2 | 2012 |
| Cognitive tuning in the STEM classroom: Communication processes supporting children’s changing conceptions about data K Fry, L English, K Makar Mathematics Education Research Journal, 1-23, 2023 | 1 | 2023 |
| Looking Back and Taking Stock: Reflections on the MERGA Research Review 2012–2015 K Makar, S Dole, J Visnovska, M Goos, A Bennison, K Fry Research in Mathematics Education in Australasia 2016–2019, 7-26, 2020 | 1 | 2020 |
| Introducing Guided Mathematical Inquiry in the Classroom: Complexities of Developing Norms of Evidence. J Fielding-Wells, K Fry Mathematics Education Research Group of Australasia, 2019 | 1 | 2019 |
| Measuring Messy Mathematics: Assessing learning in a mathematical inquiry context K Fry | 1 | 2016 |
| Assessing for learning in inquiry mathematics K Fry, K Makar Proceedings of the Twelfth International Congress on Mathematical Education …, 2012 | 1 | 2012 |
| How Big Is a Leaf? Mathematical Modeling Through STEM Inquiry K Fry, LD English Mathematics Teacher: Learning and Teaching PK-12 116 (2), 99-107, 2023 | | 2023 |
| How Big Is a Leaf? Using Cognitive Tuning to Explore a Teacher's Communication Processes to Elicit Children's Emerging Ideas about Data. K Fry, L English, K Makar Mathematics Education Research Group of Australasia, 2022 | | 2022 |
| Don't just solve for x: letting kids explore real-world scenarios will keep them in maths class J Fielding-Wells, K Fry The Conversation, 2019 | | 2019 |
| Reasoning with fractions: Supporting pre-service teachers’ learning J Visnovska, K Fry Proceedings of The Australian Conference on Science and Mathematics …, 2016 | | 2016 |
