Math-Related Difficulties in Thematic Map Use in Lower Secondary Education

Year 2021, , 0 - 0, 31.08.2021

Martin Hanus , Lenka Havelková , Kateřina švubová

https://doi.org/10.33403/rigeo.851190

Abstract

The use of maps as a complex source of geographical information requires a certain level of mathematical literacy. The lack of such literacy can cause severe failures in map use and the development of map skills. Therefore, this paper aims to contribute to the discussion about the difficulties in using quantitative thematic maps (specifically choropleth maps and proportional symbol maps), which may result from insufficient level of mathematical literacy at the lower secondary level of education. The paper is structured into two studies: Study 1 focuses on the continuity of mathematics and geography curricula (employing methods of expert cognitive walkthrough and content analysis), while Study 2 examines the relationship between achieved mathematical literacy and map skills (using two achievements tests and a questionnaire). The findings show that the continuity of curricula often fails and that map skills development precedes the development of mathematical literacy. The identified inappropriate chronology might have important consequences, since the correlation of mathematical literacy with the level of thematic map use skills proves to be statistically significant. Their relationship is significant in all aspects of map use (map reading, analysis, and interpretation) and in the use of both types of quantitative thematic maps examined in the study. The results should be of interest to geography teachers, teacher trainers, and curriculum leaders on the national and school levels.

Keywords

Geography Education, Map Skills, Thematic Map, Mathematical Literacy, Lower Secondary Curriculum

Supporting Institution

Charles University Research Centre

Project Number

UNCE/HUM/024

References

• Anthamatten, P., Bryant, L. M. P., Ferrucci, B. J., Jennings, S., & Theobald, R. (2018). Giant Maps as Pedagogical Tools for Teaching Geography and Mathematics. Journal of Geography, 117(5), 183–192.
• Cheek, H., & Muir, S. P. (1986). Mathematics and the Map Skill Curriculum. School Science and Mathematics, 86(4), 284–291.
• Cauvin, C., Escobar, F., & Serradj, A. (2010). Thematic Cartography and Transformations. London: ISTE.
• Dorn, R. I., Douglass, J., Ekiss, G. O., Trapido-Lurie, B., Comeauz, M., Mings, R., … Ramakrishna, B. (2005). Learning Geography Promotes Learning Math: Results and Implications of Arizona’s GeoMath Grade K-8 Program. Journal of Geography, 104(4), 151–160.
• Geographical Association. (2009). Geography for Life, 2nd Edition, National Geography Standards. Washington: Geographical Association.
• Grofelnik, H., & Pap, I. (2013). Mastery of Long-Term Cartographic Knowledge and Skills of New Entry Secondary Level Pupils. Kartografija i Geoinformacije (Cartography and Geoinformation), 12(19), 86–102.
• Ishikawa, T. (2016). Spatial Thinking in Geographic Information Science: Students’ Geospatial Conceptions, Map-Based Reasoning, and Spatial Visualization Ability. Annals of the American Association of Geographers, 106(1), 76–95.
• Hanus, M., & Havelková, L. (2019). Teachers’ concepts of map-skill development. Journal of Geography, 118(3), 101–116.
• Hanus, M., & Marada, M. (2013). Mapové dovednosti v českých a zahraničních kurikulárních dokumentech: Srovnávací studie. Geografie, 118(2), 158–178.
• Hanus, M., & Marada, M. (2014). Mapové dovednosti: Vymezení a výzkum. Geografie, 119(4), 406–422.
• Havelková, L., & Hanus, M. (2018). The Impact of the Map Type on the Level of Student Map Skills. Cartographica, 53(3), 149–170.
• Havelková, L., & Hanus, M. (2019). Map skills in education: A systematic review of terminology, methodology, and influencing factors. Review of International Geographical Education Online, 9(2), 361–401.
• Jablonka, E. (2003). Mathematical Literacy. In A. J. Bishop, M. A. Clements, C. Keitel, J. Kilpatrick, & F. K. S. Leung (Eds.), Second International Handbook of Mathematics Education (pp. 75–102). Dordrecht: Springer Netherlands.
• Jadallah, M., Hund, A. M., Thayn, J., Studebaker, J. G., Roman, Z. J., & Kirby, E. (2017). Integrating Geospatial Technologies in Fifth-Grade Curriculum: Impact on Spatial Ability and Map-Analysis Skills. Journal of Geography, 116(4), 139–151.
• Janík, T., Maňák, J., Knecht, P., & Němec, J. (2010). Proměny kurikula současné české školy: vize a realita. Obis scholae. 4(3), 9–35.
• Knecht, P., Spurná, M., & Svobodová, H. (2020). Czech secondary pre-service teachers’ conceptions of geography. Journal of Geography in Higher Education, 44(3), 458–473.
• Korycka-Skorupa, J., & Gołębiowska, I. M. (2020). Numbers on Thematic Maps: Helpful Simplicity or Too Raw to Be Useful for Map Reading? ISPRS International Journal of Geo-Information, 9(7), 1–24.
• Kwan, T. Y. (1994). Teachers’ perceptual understanding of mapwork and their styles of mapwork teaching at forms 1-3 levels in Hong Kong. Asian Geographer, 13(2), 75–94.
• LaSpina, J. A. (1998). The Visual Turn and the Transformation of the Textbook. Mahwah, NJ: Routledge.
• Liben, L. S., Myers, L. J., Christensen, A. E., & Bower, C. A. (2013). Environmental-Scale Map Use in Middle Childhood: Links to Spatial Skills, Strategies, and Gender. Child Development, 84(6), 2047–2063.
• OECD. (2003). The PISA 2003 Assessment Framework – Mathematics, Reading, Science and Problem Solving Knowledge and Skills. Paris: Organization for Economic Cooperation and Dvelopment.
• Polson, P. G., Lewis, C., Rieman, J., & Wharton, C. (1992). Cognitive walkthroughs: A method for theory-based evaluation of user interfaces. International Journal of Man-Machine Studies, 36(5), 741–773.
• Rasmussen, K., & Winsløw, C. (2013). Didactic codetermination in the creation of an integrated math and science teacher education: The case of mathematics and geography. Proceedings of the 8th Congress of the European Society for Research in Mathematics Education, 3206–3215. Behiye Ubuz, Çiğdem Haser, Maria Alessandra Mariotti (Eds.).
• Rendl, M., Vondrová, N., Hříbková, L., Jirotková, D., Kloboučková, J., Kvasz, L., … Žalská, J. (2013). Kritická místa matematiky na základní škole očima učitelů. Praha: Univerzita Karlova v Praze, Pedagogická fakulta.
• Research Institute of Education. (2007). Framework Education Programme for Elementary Education. Praha: Research Institute of Education. Retrieved from http://www.vuppraha.rvp.cz/wp-content/uploads/2009/12/RVP_ZV_EN_final.pdf
• Research Institute of Education. (2011). Literacy in Education. Praha: Research Institute of Education.
• Schaab, G., Adams, S., & Coetzee, S. (2020). Conveying map finesse: Thematic map making essentials for today’s university students. Journal of Geography in Higher Education, 0(0), 1–27.
• Slocum, T. A., McMaster, R. B., Kessler, F. C., & Howard, H. H. (2013). Thematic Cartography and Geovisualization. Harlow: Pearson Education Limited.
• Svobodová, H., Spurná, M., & Knecht, P. (2020). Pojetí geografie a geografického vzdělávání u studentů učitelství v Česku. Geografie, 124(4), 501–526.
• Uttal, D. H. (2000). Seeing the Big Picture: Map Use and the Development of Spatial Cognition. Developmental Science, 3(3), 247–264.
• van Dijk, H., van der Schee, J., Trimp, H., & van der Zijpp, T. (1994). Map skills and geographical knowledge. International Research in Geographical and Environmental Education, 3(1), 68–80.
• Whittle, M. P. (2007). Meaningful Maths: Teaching Map Skills. Australian Primary Mathematics Classroom, 12(3), 30–32.
• Wiegand, P. (2006). Learning and Teaching with Maps. New York: Routledge.