“…The data representations varied (e.g., text, graphs, charts, tables) and relied on mathematical concepts including rate of change, comparisons of relative size, exponential growth, probability, accumulation, and mathematical modeling. Mathematics education researchers have created models of how students and teachers understand these representations and concepts ( Behr, Harel, Post, & Lesh, 1992 ; Byerley & Thompson, 2014 ; Byerley, 2019 ; Castillo-Garsow, 2013 ; Ellis, Ozgur, Kulow, Dogan, & Amidon, 2016 ; Harel & Confrey, 1994 ; Johnson, 2012 ; Konold, 1989 ; Lesh & Lehrer, 2003 ; Lobato & Siebert, 2002 ; Moore, Stevens, Paoletti, Hobson, & Liang, 2019 ; Steffe & Olive, 2009 ; Steffe, Liss, & Lee, 2014 ; Thompson, 1994a , 1994b ; Thompson, Hatfield, Yoon, Joshua, & Byerley, 2017 ), but independent of the COVID-19 pandemic and data. These same researchers have argued people’s schemes for these concepts and representations vary in their productivity, but again these claims have been independent of a major event like the COVID-19 pandemic.…”