As teachers, we need to connect students’ informal mapping skills to formal mapping concepts that they can learn in school. An important way that school districts or teachers themselves can solve this dilemma is to integrate concepts of mapping into their science and math curricula; and an excellent venue for doing so is the village, town, or city in which the student lives. This article presents an inquiry-based lesson that utilizes a map of the New York City subway system.
Details
Type Journal ArticlePub Date 2/1/2001Stock # ss01_024_05_48Volume 024Issue 05