Math-related difficulties in thematic map use in lower secondary education

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11310%2F21%3A10428683" target="_blank" >RIV/00216208:11310/21:10428683 - isvavai.cz</a>

Result on the web

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=XYm9qBtzjY" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=XYm9qBtzjY</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.33403/rigeo.851190" target="_blank" >10.33403/rigeo.851190</a>

Result language

angličtina

Original language name

Math-related difficulties in thematic map use in lower secondary education

Original language description

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.

Czech name

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Czech description

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Type

J_SC - Article in a specialist periodical, which is included in the SCOPUS database

CEP classification

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OECD FORD branch

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project

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Continuities

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year

2021

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

Review of International Geographical Education Online [online]

ISSN

2146-0353

e-ISSN

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Volume of the periodical

11

Issue of the periodical within the volume

3

Country of publishing house

TR - TURKEY

Number of pages

25

Pages from-to

605-629

UT code for WoS article

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EID of the result in the Scopus database

2-s2.0-85107777915