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A Systematic Review of Empirical Research on Graphing Numerical Data in K-12 STEM Education

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Title: A Systematic Review of Empirical Research on Graphing Numerical Data in K-12 STEM Education
Language: English
Authors: Verena Ruf (ORCID 0000-0002-9762-7621), Dominik Thüs, Sarah Malone, Stefan Küchemann, Sebastian Becker-Genschow, Markus Vogel, Roland Brünken, Jochen Kuhn
Source: International Journal of Science and Mathematics Education. 2026 24(3).
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 39
Publication Date: 2026
Document Type: Journal Articles
Information Analyses
Education Level: Elementary Secondary Education
Descriptors: Literature Reviews, Elementary Secondary Education, STEM Education, Graphs, Data Interpretation, Data Analysis, Educational Research, Units of Study, Barriers, Instructional Effectiveness
DOI: 10.1007/s10763-026-10653-3
ISSN: 1571-0068
1573-1774
Abstract: Graphs are essential representations in the professions and education concerning the science, technology, engineering, and mathematics (STEM) disciplines. Beyond their academic relevance, graphs find extensive utility in everyday scenarios, ranging from news media to educational materials. The ability to understand graphs is connected to the ability to create graphs. In school education, particularly in STEM subjects, not only the understanding but also the skill of constructing graphs from numerical data is emphasized. Although constructing graphs is a skill that most people do not require in their everyday lives and professions, it is a well-established student activity that has been empirically studied several times. To provide an overview of the empirical literature on this important topic, our systematic review identifies how the construction of convention-based graphical representations of numerical data, referred to as graphing, has been studied in previous research, how effective graphing is, and which types of difficulties are encountered by students. Based on these aspects, we defined inclusion criteria that led to 54 peer-reviewed empirical studies on graphing in K-12 STEM education found in SCOPUS, ERIC, and PsychInfo. Graphing instruction seemed to be beneficial for student learning, not only improving graph construction but also graph interpretation skills. However, the students experienced various difficulties during graphing, both during graph construction and the interpretation and usage of data. The review's results indicate that students could benefit from an in-depth analysis of authentic data during graphing.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1510521
Database: ERIC
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  Data: A Systematic Review of Empirical Research on Graphing Numerical Data in K-12 STEM Education
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  Data: <searchLink fieldCode="AR" term="%22Verena+Ruf%22">Verena Ruf</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-9762-7621">0000-0002-9762-7621</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dominik+Thüs%22">Dominik Thüs</searchLink><br /><searchLink fieldCode="AR" term="%22Sarah+Malone%22">Sarah Malone</searchLink><br /><searchLink fieldCode="AR" term="%22Stefan+Küchemann%22">Stefan Küchemann</searchLink><br /><searchLink fieldCode="AR" term="%22Sebastian+Becker-Genschow%22">Sebastian Becker-Genschow</searchLink><br /><searchLink fieldCode="AR" term="%22Markus+Vogel%22">Markus Vogel</searchLink><br /><searchLink fieldCode="AR" term="%22Roland+Brünken%22">Roland Brünken</searchLink><br /><searchLink fieldCode="AR" term="%22Jochen+Kuhn%22">Jochen Kuhn</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Science+and+Mathematics+Education%22"><i>International Journal of Science and Mathematics Education</i></searchLink>. 2026 24(3).
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 10.1007/s10763-026-10653-3
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  Data: Graphs are essential representations in the professions and education concerning the science, technology, engineering, and mathematics (STEM) disciplines. Beyond their academic relevance, graphs find extensive utility in everyday scenarios, ranging from news media to educational materials. The ability to understand graphs is connected to the ability to create graphs. In school education, particularly in STEM subjects, not only the understanding but also the skill of constructing graphs from numerical data is emphasized. Although constructing graphs is a skill that most people do not require in their everyday lives and professions, it is a well-established student activity that has been empirically studied several times. To provide an overview of the empirical literature on this important topic, our systematic review identifies how the construction of convention-based graphical representations of numerical data, referred to as graphing, has been studied in previous research, how effective graphing is, and which types of difficulties are encountered by students. Based on these aspects, we defined inclusion criteria that led to 54 peer-reviewed empirical studies on graphing in K-12 STEM education found in SCOPUS, ERIC, and PsychInfo. Graphing instruction seemed to be beneficial for student learning, not only improving graph construction but also graph interpretation skills. However, the students experienced various difficulties during graphing, both during graph construction and the interpretation and usage of data. The review's results indicate that students could benefit from an in-depth analysis of authentic data during graphing.
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      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: STEM Education
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