ABSTRACT
The ability to draw, interpret and analyse graphs, maps, and charts has always been a mainstay of geography. There is a plethora of other numerical skills necessary to master in the modern GCSE and A Level specifications. The graph should be seen as a stepping stone and just part of the process to answering the bigger question of 'why'. This is where the geographical thinking and understanding need to be applied. When constructing and interpreting data it is useful to remind the students that they need to transfer the skills they have developed in mathematics across to geography. Students sometimes fail to see the overlap between the subjects. They may be perfectly competent at calculating percentages in maths lessons yet appear to forget the basics when in the geography classroom. When interpreting data, students may also be required to recognise any bias in the data they are using. This can be an important consideration when questioning the validity of data.
