Abstract
Understanding and effectively using maps and graphs is crucial for navigating our multidimensional
world. However, several studies confirm poor map reading and interpretation
skills among learners globally. This study explored Grade 6 teachers’ experiences in
teaching map skills in four primary schools in Gauteng Province, South Africa, using
Engeström’s (2001) cultural-historical activity theory (CHAT) to identify their teaching
challenges. A generic qualitative research design captured the essence of teachers’
experiences, with thematic analysis revealing two key themes that focus on the challenges
and opportunities in transforming abstract map concepts into real-world understanding.
Varying levels of teachers’ pedagogical content knowledge, time constraints, and ongoing
professional development impact how map skills are taught. CHAT effectively highlighted
contradictions, which are essential for driving growth and creating new learning
opportunities. Teacher agency was crucial for growth and change, as teachers recognised
their learning gaps and sought support from other teachers in their networks.