Using Piagetian spatial conceptual development theory and Bruner's theory of concept formation, discusses major issues underlying children's inability to perform well on map skill tasks. Mapping problems covered include teachers' inability to use maps, curricular issues, poor instructional practices, and the use of commercial maps. (DST)

Argues that map skills instruction is among the broadest skill applications in the elementary school curriculum. Identifies problems encountered by elementary school children in dealing with maps and describes tasks designed to address such problems. Suggests that what teachers and curriculum developers learn from working with students can be used…

The relationship between eight skills and one concept used on maps and their companion spatial abilities in mathematics are presented and discussed: symbols, perspective, location, direction, distance, relief, elevation, scale, and territoriality. (MNS)

Presented and discussed is a model which can be used by educators who want to develop an interdisciplinary map skills program in geography and mathematics. The model assumes that most children in elementary schools perform cognitively at Piaget's concrete operational stage, that readiness for map skills can be assessed with Piagetian or…

The 40-item test measures fifth and sixth graders' ability to use inquiry skills in social studies. The test is unique in that it requires minimal prior knowledge of social studies and allows students to apply processes associated with higher cognitive thought. It can be used with any social studies program. The test has a multiple-choice format…