Reading maps is an important life skill. It is not surprising, therefore, that skills relating to the reading and interpretation of maps should feature prominently in the curriculum of Australian schools. This article looks at the theoretical basis on which decisions about map-related learning are made by educators; the manner in which mapping skills have been integrated into the curriculum ofNew South Wales, Australia's most populous state; and the skill-based instructional sequence used by teachers to develop students' map-related abilities.
|Number of pages||12|
|Publication status||Published - 2005|