This article provides an overview of learning progressions (LP) and assesses the potential of this line of research to improve geography education. It presents the merits and limitations of three of the most common approaches used to conduct LP research and draws on one approach to propose a first draft of a LP on map reading and interpretation. It also highlights findings from LP research that may be especially significant for future work in geography education. The article concludes with a description of a new research project, GeoProgressions, to build capacity for LP research in geography.
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