Abstract
The proposal for a more quantitative geography curriculum from Johnston et al. (2014) is a welcome contribution to ongoing debates. However, their arguments rely in part on an overly pessimistic assessment of the current status of quantitative methods in the discipline – perhaps reflecting their UK focus. They also underplay the importance of geometry and the models of theoretical geography to any comprehensive treatment of quantitative methods in contemporary geography. These are themes that should be considered in any modern geography curriculum. The future of quantitative methods in geography seems secure and is likely to lead to different curricula in different geographical contexts.
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