Saskia Schreiter|Anja Friedrich|Hannah Fuhr|Sarah Malone|Roland Brünken|Jochen Kühn|Markus Vogel
Teaching for statistical and data literacy in K-12 STEM education: a systematic review on teacher variables, teacher education, and impacts on classroom practice
Heidelberg University of Education|Heidelberg University|Saarland University|Saarland University|Saarland University|Saarland University|Ludwig-Maximilians-Universität München|Heidelberg University of Education|Heidelberg University
abstract statistical data literacy emerged key competencies 21stcentury science technology engineering mathematics stem curricula adapted various countries place increased emphasis proficient data use statistical comprehension consequently need adequate education professional training stem teachers systematic review analyzes synthesizes research teachers statistical data literacy k12 stem education total 42 articles analyzed specific focus teacher variables teacher education impact classroom practice findings emphasize recent emergence research domain particularly focusing statistical literacy mathematics dominant stem domain explored studies examined cognitive variables preservice inservice teachers revealing relevant gaps knowledge skills related statistical data literacy limited attention given teachers affective variables research complex relationships teacher variables teaching practices students learning scarce necessitating investigation several pedagogical approaches prepare stem teachers promoting statistical data literacy classrooms identified positive impacts teachers cognitive affective variables observed longitudinal effects transfer classroom practice require inquiry curricula worldwide increasingly emphasize statistical data literacy review underscores necessity enhancing teachers competencies advocates tailored pedagogical approaches emphasizes need research shape effective instruction k12 stem education