nnovative dynamic data tools afford opportunities for K-12 students and teachers to explore multivariate data and create linked data representations. These tools also support engagement in data moves, which are transnumerative actions to process, organize, and visualize data. The current study sought to understand how prospective K-12 mathematics teachers (PMTs) use data moves in the Common Online Data Analysis Platform (CODAP) to create and interpret visualizations and statistical measures to make sense of state-level data about education in the United States. Extending the work of Erickson et al. (2019), a framework is presented to characterize data moves and provide examples of actions within CODAP that illustrate each data move. Based on analysis of thirty screencasts created by PMTs, four examples highlight PMTs’ use of data moves to investigate data in CODAP