Teaching with and through Maps

CONTENTS OF CURRICULUM UNIT 25.04.01

  1. Unit Guide
  1. School Background
  2. Pedagogical Philosophy
  3. Background and Content Rationale
  4. Strong Starts in Unit Zero
  5. Hic Sunt Dracones = Here Be Dragons
  6. Why Scale Matters: Borges and 1:1
  7. Scaling Up or Down
  8. Activity: What’s Puzzling about Scale?
  9. The Coordinate Plane is a grid map, right?
  10. Mapping , The Constant of Proportionality
  11. Global Measurements
  12. Sense Making and Assessment
  13. On Cooperative Learning, Routines, and Practices
  14. Appendix on Implementing District Standards
  15. Annotated Bibliography
  16. Notes

The Touchstone Atlas: A portfolio to promote transfer

Raven Dorman

Published September 2025

Tools for this Unit:

Notes

1 Boutte, Gloria. Educating African American Students: And How Are the Children? New York, NY: Routledge, 2022.

2 Stern, Julie, Krista Ferraro, Kayla Duncan, and Trevor Aleo. Learning That Transfers: Designing Curriculum for a Changing World. Thousand Oaks, California: Corwin, 2021.

3 Gentner, Dedre. “Bootstrapping the Mind: Analogical Processes and Symbol Systems.” Cognitive Science 34, no. 5 (July 6, 2010): 752–75. https://doi.org/10.1111/j.1551-6709.2010.01114.x.

4 Stern, Julie, Krista Ferraro, Kayla Duncan, and Trevor Aleo. Learning That Transfers: Designing Curriculum for a Changing World. Thousand Oaks, California: Corwin, 2021.

5 Zwiers, J., Dieckmann, J., Rutherford-Quach, S., Daro, V., Skarin, R., Weiss, S., & Malamut, J. (2017). Principles for the Design of Mathematics Curricula: Promoting Language and Content Development. Retrieved from Stanford University, UL/SCALE website:

6 Jacob, Christian, and Edward H Dahl. The Sovereign Map: Theoretical Approaches in Cartography throughout History. Chicago: University Of Chicago Press, 2006, 74

7 Zwiers, J., Dieckmann, J., Rutherford-Quach, S., Daro, V., Skarin, R., Weiss, S., & Malamut, J. (2017). Principles for the Design of Mathematics Curricula: Promoting Language and Content Development. Retrieved from Stanford University, UL/SCALE website:

8 Garrett, Robyne. “‘They Can Show You with Their Body’: Affect, Embodiment and Access to Learning.” Sport, Education and Society 29, no. 1 (July 21, 2022): 1–13. https://doi.org/10.1080/13573322.2022.2102603.

9 Garrett, R. (2004). Gendered bodies and physical identities. In J. Evans, B. Davies, & J. Wright (Eds.), Body knowledge and control: Studies in the sociology of physical education and health (pp. 140–156). Routledge.

10 Hayes, D., Johnston, K., & King, A. (2009). Creating enabling classroom practices in high poverty contexts: The disruptive possibilities of looking in classrooms. Pedagogy, Culture & Society, 17(3), 251–264. https://doi.org/10.1080/14681360903194293

11 Ramachandran, Ayesha. "Mapping the Body, Mapping the World: Mercator’s Atlas." In The Worldmakers: Global Imagining in Early Modern Europe University of Chicago Press, 2015. Chicago Scholarship Online, 2016. https://doi.org/10.7208/chicago/9780226288826.003.0002.

12 Garrett, Robyne. “‘They Can Show You with Their Body’: Affect, Embodiment and Access to Learning.” Sport, Education and Society 29, no. 1 (July 21, 2022): 1–13. https://doi.org/10.1080/13573322.2022.2102603.

13 Walqui, A. & van Lier, L. (2010). Scaffolding the academic success of adolescent English language learners: A pedagogy of promise. San Francisco: WestEd.

14 Zwiers, J., Dieckmann, J., Rutherford-Quach, S., Daro, V., Skarin, R., Weiss, S., & Malamut, J. (2017). Principles for the Design of Mathematics Curricula: Promoting Language and Content Development. Retrieved from Stanford University, UL/SCALE website:

15 Jacob, Christian, and Edward H Dahl. The Sovereign Map: Theoretical Approaches in Cartography throughout History. Chicago: University Of Chicago Press, 2006

16 Solnit, Rebecca, Ben Pease, and Shizue Siegel. Infinite City : A San Francisco Atlas. Berkeley, Calif.; London: University of California Press, 2010.

17 www.thecorestandards.org. “Standards for Mathematical Practice | Common Core State Standards Initiative,” n.d. https://www.thecorestandards.org/Math/Practice/.

18 American Geographical Society Library. Millionth Map of Hispanic America from Life Magazine Dec. 8, 1941. 1941. Online Image. https://collections.lib.uwm.edu/digital/collection/agdm/id/16542/rec/5].

19 Popham, W. James. “Teaching to the Test?” Educational Leadership 58, no. 6 (March 1, 2001): 16. https://research.ebsco.com/linkprocessor/plink?id=dd70d0d5-149e-315e-8f22-2b0a9dc3291f.

20 Bywater, James P., Jennifer L. Chiu, James Hong, and Vidhya Sankaranarayanan. “The Teacher Responding Tool: Scaffolding the Teacher Practice of Responding to Student Ideas in Mathematics Classrooms.” Computers & Education 139 (October 2019): 16–30. https://doi.org/10.1016/j.compedu.2019.05.004.

21 Mercer, Neil, and Christine Howe. “Explaining the Dialogic Processes of Teaching and Learning: The Value and Potential of Sociocultural Theory.” Learning, Culture and Social Interaction 1, no. 1 (March 2012): 12–21. https://doi.org/10.1016/j.lcsi.2012.03.001.

22 Zwiers, J., Dieckmann, J., Rutherford-Quach, S., Daro, V., Skarin, R., Weiss, S., & Malamut, J. (2017). Principles for the Design of Mathematics Curricula: Promoting Language and Content Development. Retrieved from Stanford University, UL/SCALE website:

23 Pan, Yafeng, Xiaojun Cheng, and Yi Hu. “Three Heads Are Better than One: Cooperative Learning Brains Wire Together When a Consensus Is Reached.” Cerebral Cortex 33, no. 4 (March 26, 2022). https://doi.org/10.1093/cercor/bhac127.

24 www.thecorestandards.org. “Standards for Mathematical Practice | Common Core State Standards Initiative,” n.d. https://www.thecorestandards.org/Math/Practice/.

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