Giant Maps as Pedagogical Tools for Teaching Geography and Mathematics

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

“…This paper focused on the relationship between mathematical literacy and map use skills, with the aim of identifying and analysing possible math-related difficulties encountered by lower secondary students while using thematic maps. The results of both studies presented support and fundamentally complement the conclusions of previous studies that focused on topographic maps and related mathematical literacy (Anthamatten et al, 2018;Grofelnik & Pap, 2013;Cheek & Muir, 1986;Ishikawa, 2016;Liben et al, 2013).…”

“…The empirical nature of the present research has made it possible to demonstrate that maps cannot be considered to be a homogeneous source of information, but rather a profoundly variable one, covering various map types (general reference, topographic, thematic) as well as the different mapping methods used in thematic maps (Havelková & Hanus, 2018). While the studies focusing on topographic maps (Anthamatten et al, 2018;Ishikawa, 2016) have established a relationship between successful topographic map use and spatial orientation, the link between spatial orientation and successful (quantitative) thematic map use has been found to be weak; the correlation was significant but at the lowest level of all the investigated relationships. Likewise, the mathematic operations essential for the use of thematic maps depicting quantitative data are not necessary to navigate topographic maps, and similar differences can be expected with regard to qualitative thematic maps.…”

“…Theoretical work and empirical studies of mathematics and map work both show a link between map skills and mathematics. This relationship has been proven by improved results in map skill tests among students from math and science tracks (Grofelnik & Pap, 2013), improved results in mathematics or spatial imagination after completing a special combined course (Anthamatten et al, 2018;Dorn et al, 2005;Jadallah et al, 2017), by the comparison of the results of two parts of testing -mathematical or spatial imagination, and map-focused (Ishikawa, 2016;Liben et al, 2013), or by the positive dependence of math grades and the level of some map skills or work with some types of maps (Havelková & Hanus, 2018;van Dijk et al, 1994).…”

“…Muir and Cheek (1986) also mention that the understanding of the bird's-eye view of maps is similar to that used in Euclidean geometry or that used for the perception of directions. Many studies (e.g., Anthamatten, Bryant, Ferrucci, Jennings, & Theobald, 2018;Ishikawa, 2016;Jadallah et al, 2017;Liben, Myers, Christensen, & Bower, 2013) point to a connection between map work and the spatial imagination developed in mathematics, where a map can be seen as a suitable and illustrative tool for developing this imagination as well as the skill to translate a 3D reality into a 2D space (Uttal, 2000). Similarly, a map may help with understanding mathematical functions, statistical methods, and their practical use (Rasmussen & Winsløw, 2013).…”

“…Wiegand (2006), however, points out that coordinate grids are often intuitively understood by students even before they first encounter them in geometry or when plotting function graphs. Moreover, Anthamatten et al (2018) remark that introducing the four-quadrant coordinate system to students for the first time on a map may be more natural and easier to understand than if introduced in mathematics. Indeed, the use of these systems in geography could precede their teaching in mathematics.…”