Abstract
We discuss the notion of cartographic syntonicity, which we define as compatibility of computer science (and specifically computational thinking and computational practices) with learner’s knowledge of place and space. We first overview Papert’s notions of syntonicity and how they relate to computing education. Then, we explore the role of place in learning. We link these together alongside theories of equitable computer science education to justify why cartographic syntonicity might be uniquely effective in supporting equitable computer science learning. We close with an outline of future research.