Going beyond location: Thematic maps in the early elementary grades

Abstract

Abstract Cartographic research has long suggested that preschool and early elementary children possess advanced mapping behaviors in terms of interpreting, making, and using locational and wayfinding maps. To improve instruction in geographic concepts, it is necessary to see if these advanced mapping behaviors apply to thematic or special purpose maps as well, as an understanding of these types of maps is integral to the five fundamental themes of geography. An experiment was conducted to evaluate the thematic mapping abilities of second-grade students. Students viewed maps at the neighborhood, city, and national scales displaying different types of symbolization and presented in a random order. Results indicated that the map tasks were appropriate for this age level, and a statistical test of reaction times did not identify a best symbol type or scale, as all were appropriate for this age level. Responses to discussion questions indicated the students also have the ability to describe spatial patterns. The interpretation of quantitative information on maps is within the ability level of second grade students, and materials currently used in second grade should be revised to include these maps.