Math Related Difficulties in Thematic Map Use in Lower Secondary Education

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 m athematical 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), whi le 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 devel opment 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.