What does it take to read a map?

Abstract

On the basis of a brief review of research on children's map-reading and map understanding, basic difficulties in map understanding are discussed. It is concluded that neither projection, symbolization, nor scale are crucial problems. Instead map understanding is based on an understanding of spatial relationships between real-world features. It is argued a that the ‘view-from-above’ metaphor common in introductory map teaching is inadequate, b that viewing the map as a miniature provides a better basis for instruction, and c that the knowledge that children already possess of the world around them should be the starting-point for map teaching.