Theoretical difficulties during graphing most commonly involve connecting graphs to STEM concepts and interpreting data¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person · recheck by 2029: baselines and conditions change

Subclaims¶

q2 i? Conceptual understanding and interpretation were the most common theoretical difficulties described in the included studies, including graph-as-picture errors and trouble making predictions. → Verena Rufai 2024

Evidence¶

Verena Rufai 2024¶

Verena Rufai, Dominik Thüsbj, Sarah Malonecj, Stefan Küchemanndi, Sebastian Becker-Genschowe, Markus Vogelf, Roland Brünkengj, Jochen Kuhnhi. (2024). A Systematic Review of Empirical Research on Graphing Numerical Data in K-12 STEM Education. https://eric.ed.gov/?id=ED

q2 · i? · review · r3

In the review's results on theoretical difficulties, the authors report that "Conceptual understanding and interpretation were the most common theoretical difficulties described in the included studies," with fourteen studies reporting difficulties connecting graphs to the depicted STEM concept, such as graph-as-picture errors.

"Conceptual understanding and interpretation were the most common theoretical difficulties described in the included studies."

Discussion¶

Related Claims¶

• Graphing instruction in K-12 STEM education is beneficial for student learning, improving both graph construction and graph interpretation skills — related
• Students experience difficulties during graphing both during graph construction and during the interpretation and usage of data — a broader claim this one bears on
• Graphing difficulties cluster into graph construction, variable ordering, and data translation categories, with construction difficulties most frequent — related