This qualitative study explored how Grade 4 students and the researcher co-created language to express statistical concepts in a multilingual Indian classroom during a week-long instructional sequence. The analysis draws on a situated socio-cultural perspective on language in mathematics. Students’ language progressed from simple claims to more refined and sophisticated expressions, enabling them to discuss central tendencies and distributions while acknowledging uncertainty. Co-created phrases such as āsapās reshā (the nearby line) not only supported communication but also deepened reasoning. The article also discusses what role scaffolding played in refining these informal resources.
Nimkar et al. (2026) studied this question.