Barrios-Blanco, LeonardoLeonardoBarrios-BlancoDiaz-Levicoy, DaniloDaniloDiaz-LevicoyOrtigoza-Urdaneta, MarioMarioOrtigoza-UrdanetaGarcia-Garcia, Jaime I.Jaime I.Garcia-Garcia2026-07-072026-07-072025-12INTERCIENCIA, 50(12), 658-666 (2025)0378-1844https://hdl.handle.net/20.500.12740/24797In an increasingly data-mediated social context, research on the teaching of statistical graphs in Primary Education has grown in a fragmented manner, particularly within the Ibero-American context. Within this framework, the article presents a systematic review of the literature focused on the analysis of statistical graphs in Primary Education textbooks in Ibero-America. The review was conducted following the PRISMA guidelines and included articles indexed in Scopus, WoS, SciELO, Dialnet, Redalyc and DOAJ, published between 2015 and 2024. After applying the inclusion and exclusion criteria, sixteen studies were selected for analysis. The results reveal a predominance of qualitative approaches, mainly based on content analysis and task analysis. Bar graphs were the most frequently identified, while line graphs, pie charts, and pictograms appeared less often. Likewise, tasks focused on reading and calculation predominate, along with basic levels of data reading and semiotic complexity, and activities that promote higher-order skills-such as explaining, constructing, or inferring-are scarce. Furthermore, a geographical concentration of studies in Chile and Spain is observed, together with limited diversity in theoretical and methodological frameworks. Consequently, the need is identified to expand, both in textbooks and in future research, the variety of proposed tasks, the use of diversified theoretical frameworks, and the incorporation of mixed methodologies that allow for the evaluation of the impact of textbooks, statistical graphs, and associated tasks on the learning of statistics in Primary Education.LITERACYArticulo