Primary students generally focus on the mechanical procedures of calculations without really grasping the conceptual knowledge of mathematics. As a result, students often have great difficulties in tackling real-life mathematical problems, as the mere knowing of how to carry out computational procedures does not always empower them to resolve the problems on hand. This deficiency of conceptual knowledge in mathematics and reasoning skills has compelled the author to address the knowledge imbalance in the present paper. Specifically, he wants to outline a wide scope of knowledge about data handling topics in the Primary Mathematics Syllabus and discuss ways of eliminating the deficiency addressed above through the constructivist approach to learning and reinforcement of mathematical knowledge by actively engaging the students in an IT-rich learning environment, as well as in the process of problem solving.