Statistics has the potential to facilitate the integration of STEM disciplines. This is possible due to its inclusion in individual STEM curricula and its utility in designing learning experiences using the pedagogical framework, the practice of statistics. Besides this, the fundamental concept of variation, which underpins statistics, is the starting point for meaningful activities in STEM contexts. In this chapter, the introduction of data and the practice of statistics, as appropriate for the school level, is shown to be essential for addressing the shortage of statisticians across STEM fields and the need for a community that is STEM literate. Implementation of learning experiences in an integrated fashion in classrooms, however, has not yet been extensive. Examples of STEM learning experiences, provided in Years 3–5, illustrate the role statistics plays in enabling students to make evidence-based decisions in a variety of disciplines and contexts.

Item Type:	Research Book Chapter
Keywords:	statistics and STEM, statistics education, STEM careers, STEM literacy, variation
Research Division:	Education
Research Group:	Curriculum and pedagogy
Research Field:	Mathematics and numeracy curriculum and pedagogy
Objective Division:	Education and Training
Objective Group:	Teaching and curriculum
Objective Field:	Assessment, development and evaluation of curriculum
UTAS Author:	Watson, J (Professor Jane Watson)
UTAS Author:	Chick, E (Associate Professor Helen Chick)
ID Code:	145716
Year Published:	2020
Deposited By:	Office of the Faculty of Education
Deposited On:	2021-08-03
Last Modified:	2021-09-24
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