Abstract
Statistical and data literacy are counted among the key competencies of the 21st century and are often set out as an expected outcome of school education. Accordingly, curricular adaptions of science, technology, engineering, and mathematics (STEM) education have been made in many countries with the aim of developing competencies that promote competent handling of data, statistical information, and their forms of representation. In this paper, we report first results of an ongoing systematic review on the definition and fostering of statistical and data literacy in STEM school education. This paper focuses explicitly on cross-curricular approaches to promoting statistical and data literacy in STEM school education, which have been described and empirically investigated in international research
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
