---
_id: '65386'
abstract:
- lang: eng
  text: "<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>"
article_number: '2'
author:
- first_name: Andreas
  full_name: Eichler, Andreas
  last_name: Eichler
- first_name: Theresa
  full_name: Büchter, Theresa
  last_name: Büchter
- first_name: Karin
  full_name: Binder, Karin
  id: '83381'
  last_name: Binder
citation:
  ama: Eichler A, Büchter T, Binder K. Conceptualising Risk and Risk Literacy—results
    of a Delphi Study Konzeptualisierung von Risiko und Risikokompetenz – Ergebnisse
    einer Delphi-Studie. <i>Journal für Mathematik-Didaktik</i>. 2026;47(1). doi:<a
    href="https://doi.org/10.1007/s13138-026-00268-0">10.1007/s13138-026-00268-0</a>
  apa: Eichler, A., Büchter, T., &#38; Binder, K. (2026). Conceptualising Risk and
    Risk Literacy—results of a Delphi Study Konzeptualisierung von Risiko und Risikokompetenz –
    Ergebnisse einer Delphi-Studie. <i>Journal Für Mathematik-Didaktik</i>, <i>47</i>(1),
    Article 2. <a href="https://doi.org/10.1007/s13138-026-00268-0">https://doi.org/10.1007/s13138-026-00268-0</a>
  bibtex: '@article{Eichler_Büchter_Binder_2026, title={Conceptualising Risk and Risk
    Literacy—results of a Delphi Study Konzeptualisierung von Risiko und Risikokompetenz –
    Ergebnisse einer Delphi-Studie}, volume={47}, DOI={<a href="https://doi.org/10.1007/s13138-026-00268-0">10.1007/s13138-026-00268-0</a>},
    number={12}, journal={Journal für Mathematik-Didaktik}, publisher={Springer Science
    and Business Media LLC}, author={Eichler, Andreas and Büchter, Theresa and Binder,
    Karin}, year={2026} }'
  chicago: Eichler, Andreas, Theresa Büchter, and Karin Binder. “Conceptualising Risk
    and Risk Literacy—Results of a Delphi Study Konzeptualisierung von Risiko Und
    Risikokompetenz – Ergebnisse Einer Delphi-Studie.” <i>Journal Für Mathematik-Didaktik</i>
    47, no. 1 (2026). <a href="https://doi.org/10.1007/s13138-026-00268-0">https://doi.org/10.1007/s13138-026-00268-0</a>.
  ieee: 'A. Eichler, T. Büchter, and K. Binder, “Conceptualising Risk and Risk Literacy—results
    of a Delphi Study Konzeptualisierung von Risiko und Risikokompetenz – Ergebnisse
    einer Delphi-Studie,” <i>Journal für Mathematik-Didaktik</i>, vol. 47, no. 1,
    Art. no. 2, 2026, doi: <a href="https://doi.org/10.1007/s13138-026-00268-0">10.1007/s13138-026-00268-0</a>.'
  mla: Eichler, Andreas, et al. “Conceptualising Risk and Risk Literacy—Results of
    a Delphi Study Konzeptualisierung von Risiko Und Risikokompetenz – Ergebnisse
    Einer Delphi-Studie.” <i>Journal Für Mathematik-Didaktik</i>, vol. 47, no. 1,
    2, Springer Science and Business Media LLC, 2026, doi:<a href="https://doi.org/10.1007/s13138-026-00268-0">10.1007/s13138-026-00268-0</a>.
  short: A. Eichler, T. Büchter, K. Binder, Journal Für Mathematik-Didaktik 47 (2026).
date_created: 2026-04-10T05:49:41Z
date_updated: 2026-04-10T05:50:32Z
doi: 10.1007/s13138-026-00268-0
intvolume: '        47'
issue: '1'
language:
- iso: eng
publication: Journal für Mathematik-Didaktik
publication_identifier:
  issn:
  - 0173-5322
  - 1869-2699
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Conceptualising Risk and Risk Literacy—results of a Delphi Study Konzeptualisierung
  von Risiko und Risikokompetenz – Ergebnisse einer Delphi-Studie
type: journal_article
user_id: '83381'
volume: 47
year: '2026'
...