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Jesse L. M. Wilkins and David Hicks

As technological advances continue to help more people make connections with the entire world, students must understand how to use and interpret information shown in different maps of the world (Geography Education Standards Project 1994; Freese 1997). However, mental-mapping research suggests that students in the United States have major misconceptions about proportions, locations, and perspective when they work with maps (Dulli and Goodman 1994; Stoltman 1991).