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.

统计和数据素养已成为 21 世纪的关键能力。各国对科学、技术、工程和数学 (STEM) 课程进行了调整，更加强调熟练的数据使用和统计理解。因此，需要对 STEM 教师进行充分的教育和专业培训。本系统综述分析并综合了 K-12 STEM 教育中教师统计和数据素养的研究。总共分析了 42 篇文章，重点关注教师变量、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，其中数学是探索的主要 STEM 领域。大多数研究都检查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的相关差距。对教师情感变量的关注有限。对教师变量、教学实践和学生学习之间复杂关系的研究很少，需要进一步调查。确定了几种帮助 STEM 教师在课堂上提高统计和数据素养的教学方法。观察到对教师认知和情感变量的积极影响，但纵向影响和向课堂实践的转移需要进一步探究。随着世界范围内的课程越来越强调统计和数据素养，本次审查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。