Abstract
Several studies indicate gender differences in spatial orientation, map reading, and the way people appropriate spaces for everyday action. Thereby, the most important factor of gender differences in spatially related abilities is socialization. Gender roles and differences are already present in primary school age, and gender differences in the appropriation of space may lead to unequal chances of societal participation. Therefore, it is worth drawing a focus on gender-biased education in primary geography learning. This study examines potential gender differences in primary school with subjective cartography, respectively mapping of children’s everyday spaces.
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