Teaching for statistical and data literacy in K-12 STEM education: a systematic review on teacher variables, teacher education, and impacts on classroom practice

IF 2 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Zdm-Mathematics Education Pub Date : 2023-11-09 DOI:10.1007/s11858-023-01531-1
Saskia Schreiter, Anja Friedrich, Hannah Fuhr, Sarah Malone, Roland Brünken, Jochen Kuhn, Markus Vogel
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Abstract

Abstract Statistical and data literacy have emerged as key competencies in the 21st-century. Science, technology, engineering, and mathematics (STEM) curricula have been adapted in various countries to place increased emphasis on proficient data use and statistical comprehension. Consequently, there is a need for an adequate education and professional training of STEM teachers. This systematic review analyzes and synthesizes research on teachers’ statistical and data literacy in K-12 STEM education. A total of 42 articles were analyzed, with a specific focus on teacher variables, teacher education, and their impact on classroom practice. The findings emphasize the recent emergence of research in this domain, particularly focusing on statistical literacy, with mathematics being the dominant STEM domain explored. Most studies examined cognitive variables of both pre-service and in-service teachers, revealing relevant gaps in knowledge and skills related to statistical and data literacy. Limited attention was given to teachers’ affective variables. Research on the complex relationships between teacher variables, their teaching practices, and their students’ learning is scarce, necessitating further investigation. Several pedagogical approaches to prepare STEM teachers for promoting statistical and data literacy in their classrooms were identified. Positive impacts on teachers’ cognitive and affective variables were observed, but longitudinal effects and transfer to classroom practice require further inquiry. As curricula worldwide increasingly emphasize statistical and data literacy, this review underscores the necessity of enhancing teachers' competencies, advocates for tailored pedagogical approaches, and emphasizes the need for further research to shape effective instruction in K-12 STEM education.

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K-12 STEM教育中的统计和数据素养教学:对教师变量、教师教育及其对课堂实践影响的系统回顾
统计和数据素养已成为21世纪的关键能力。科学、技术、工程和数学(STEM)课程已经在各个国家进行了调整,以更加强调熟练使用数据和统计理解。因此,需要对STEM教师进行适当的教育和专业培训。本文对K-12 STEM教育中教师统计素养和数据素养的研究进行了系统分析和综合。共分析了42篇文章,特别关注教师变量、教师教育及其对课堂实践的影响。研究结果强调了该领域最近出现的研究,特别是关注统计素养,数学是研究的主要STEM领域。大多数研究都考察了职前和在职教师的认知变量,揭示了与统计和数据素养相关的知识和技能方面的相关差距。对教师情感变量的关注有限。关于教师变量、教师教学实践与学生学习之间复杂关系的研究很少,需要进一步研究。确定了几种教学方法,使STEM教师能够在课堂上促进统计和数据素养。对教师的认知和情感变量有积极影响,但纵向效应和向课堂实践的转移需要进一步研究。随着世界各地的课程越来越强调统计和数据素养,本综述强调了提高教师能力的必要性,倡导量身定制的教学方法,并强调需要进一步研究以形成K-12 STEM教育的有效教学。
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来源期刊
Zdm-Mathematics Education
Zdm-Mathematics Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.40
自引率
10.00%
发文量
124
期刊介绍: ZDM – Mathematics Education is one of the oldest mathematics education research journals. The papers appearing in the seven themed issues per year are strictly by invitation only followed by internal peer review by the guest-editors and external review by invited experts. The journal exists to survey, discuss and extend current research-based and theoretical perspectives as well as to create a forum for critical analyses of issues within mathematics education. The audience is pre-dominantly mathematics education researchers around the world interested in current developments in the field.
期刊最新文献
Teaching for statistical and data literacy in K-12 STEM education: a systematic review on teacher variables, teacher education, and impacts on classroom practice Acknowledgements to reviewers 2023 Mathematics and interdisciplinary STEM education: recent developments and future directions Technology maker practices in mathematics learning in STEM contexts: a case in Brazil and two cases in Canada Teacher growth in exploiting mathematics competencies through STEAM projects
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