---
res:
  bibo_abstract:
  - "<jats:title>Abstract</jats:title>\r\n                  <jats:p>\r\n                    Risk
    is an integral part of modern societies and therefore school education, and in
    particular mathematics education, should develop students’ risk literacy. Students’
    risk literacy is part of the interdisciplinary research project siMINT (Understanding
    complex STEM topics: Using simulations to promote competences for the 21st century).
    One first challenge in this project was to find a common ground for the inconsistently
    conceptualised terms of risk and risk literacy. Consequently, the aim of this
    paper is to contribute to the conceptualisation of risk and risk literacy. The
    first part of this paper provides a literature review on these areas, resulting
    in a working conceptualisation of the two concepts. We further carried out two
    consecutive steps of a Delphi study with\r\n                    <jats:italic>N</jats:italic>\r\n
    \                    = 15 and\r\n                    <jats:italic>N</jats:italic>\r\n
    \                    = 12 experts respectively, to develop a common conceptualisation
    based on the plurality of different dimensions and elements of risk and risk literacy.
    Based on the results of the first step of the Delphi study, we modified our working
    conceptualisation, using a common model of risk and risk literacy with different
    dimensions. In the second step of the Delphi study, the experts comment on (i) the
    dimensions and (ii) the elements of risk and risk literacy in these dimensions.
    The results showed that the experts are able to locate their individual definitions
    of risk in the model with three dimensions (relation between risk/uncertainty,
    connotation, and mathematical object) that we developed and to formulate reasons
    for their allocation. Furthermore, the results revealed that risk literacy consists
    of subsets of mathematical and non-mathematical elements that the experts rate
    differently with regard to their importance. In general, the results contribute
    to clarifying the constructs of risk and risk literacy as a basis for developing
    approaches to improve risk literacy.\r\n                  </jats:p>@eng"
  bibo_authorlist:
  - foaf_Person:
      foaf_givenName: Andreas
      foaf_name: Eichler, Andreas
      foaf_surname: Eichler
  - foaf_Person:
      foaf_givenName: Theresa
      foaf_name: Büchter, Theresa
      foaf_surname: Büchter
  - foaf_Person:
      foaf_givenName: Karin
      foaf_name: Binder, Karin
      foaf_surname: Binder
      foaf_workInfoHomepage: http://www.librecat.org/personId=83381
  bibo_doi: 10.1007/s13138-026-00268-0
  bibo_issue: '1'
  bibo_volume: 47
  dct_date: 2026^xs_gYear
  dct_isPartOf:
  - http://id.crossref.org/issn/0173-5322
  - http://id.crossref.org/issn/1869-2699
  dct_language: eng
  dct_publisher: Springer Science and Business Media LLC@
  dct_title: Conceptualising Risk and Risk Literacy—results of a Delphi Study Konzeptualisierung
    von Risiko und Risikokompetenz – Ergebnisse einer Delphi-Studie@
...