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Integrated Teaching in Geography and Mathematics Education: A Systematic Review

Author

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  • Anna Kellinghusen

    (Faculty of Education, University of Hamburg, 20146 Hamburg, Germany)

  • Anna Orschulik

    (Faculty of Education, University of Hamburg, 20146 Hamburg, Germany)

  • Katrin Vorhölter

    (Faculty of Humanities and Education, TU Braunschweig, 38106 Braunschweig, Germany)

  • Sandra Sprenger

    (Faculty of Education, University of Hamburg, 20146 Hamburg, Germany)

Abstract

Integrated teaching encourages students to think across disciplines and view key human issues from various perspectives. Although mathematics and geography are taught as separate subjects in schools, they frequently intersect in real-world issues, with scientific problems often analyzed using mathematical methods. The purpose of this article is to systematically review the understanding of study characteristics, teaching content, and forms of integration between geography and mathematics. A systematic review of 26 studies was conducted in accordance with PRISMA guidelines, involving searches of four databases from 2000 to 2023. Screening and selection were performed independently by two researchers. Data were analyzed via structured qualitative content analysis. This systematic review demonstrates that integrated teaching can improve knowledge and skills of students compared to segregated teaching. The findings reveal that contents such as Education for Sustainable Development, cartography, and astronomy and space travel are the main topics covered in subject-integrated mathematics and geography lessons. The study also highlights gaps, especially in long-term effects and teacher involvement in quantitative research.

Suggested Citation

  • Anna Kellinghusen & Anna Orschulik & Katrin Vorhölter & Sandra Sprenger, 2025. "Integrated Teaching in Geography and Mathematics Education: A Systematic Review," Sustainability, MDPI, vol. 17(16), pages 1-17, August.
    • Handle: RePEc:gam:jsusta:v:17:y:2025:i:16:p:7276-:d:1722719
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