<p>The study we report on explores how primary children (aged 8-9) working on an inquiry-based problem draw on Game 1 and Game 2 reasoning about samples and processes (populations or mechanisms) in developing statistical arguments.</p><p> As this study is in an exploratory phase, our immediate aim is to build a foundation from which we can identify potential pathways for future research in inquiry-based statistical argumentation. In light of the theme of SRTL, we focus on three key questions:</p><p> 1. To what extent does Makar & Rubin's (2009) inferential framework assist in identifying which game(s) students are playing as they conduct data-based inquiry?</p><p> 2. What opportunities emerge for supporting students to stay in the [appropriate] game, when a particular pedagogical emphasis is placed on evidence in inquiry (Fielding-Wells, 2010)?</p><p> 3. What role does the problem purpose play (Allmond & Makar, 2010) to assist or distract students from working in the appropriate game?</p>