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

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

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

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2021

Kód důvěrnosti údajů

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

Název periodika

Review of International Geographical Education Online [online]

ISSN

2146-0353

e-ISSN

—

Svazek periodika

11

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

TR - Turecká republika

Počet stran výsledku

25

Strana od-do

605-629

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85107777915