Choropleth Maps: Critical Reflections on the Frequently Used Representation Method in an Educational Context

Abstract

Choropleth maps are one of the most widely used forms of thematic mapping and play a central role in geography education. They are popular because they visualise spatial patterns and seem to make complex data accessible at a glance. However, this simplicity poses considerable methodological and psychological perceptual risks. This article analyses the potential and limitations of choropleth maps from cartographical and geographical teaching perspectives, examining their use in German-language school atlases, textbooks, and digital learning environments. The results reveal that despite their widespread presence in school media, choropleth maps are often lacking in methodological embedding and didactic reflection. Critical issues include unreflective classifications, homogenisation effects within reference areas, colour and area size distortions, and a lack of transparency in digital applications. These shortcomings hinder the promotion of reflective map literacy that goes beyond mere map reading. Therefore, this article advocates the greater integration of critical-reflective map didactics into teaching and teaching materials. Only when learners understand that maps are constructions, not representations of reality, can the democratic potential of cartographic visualisations be realised and a reflective approach to spatial information in the digital age be promoted.