Geocaching: Finding mathematics in Leicha A. Bragg Deakin University a global treasure hunt [email protected] If you love taking mathematics lessons outdoors, then you will love this article. Leicha Bragg describes geocaching, which combines technology, treasure hunting and mathematics, and results in purposeful, authentic and engaging mathematics. Teachers are encouraged to create or source million geocachers — those who seek authentic tasks that motivate, engage, and devel- geocaches — searching all corners of the earth op students’ mathematical conceptual under- for them. The word geocache is derived from standing. Meeting these criteria is a tall order for the terms geo (earth) and cache (hidden supply teachers with limited time and resources (Leong or treasure) (Christie, 2007). The basic geocache & Chick, 2011). Geocaching is an outdoor (see Figure 1) is a small watertight container that adventure that encapsulates what many educators holds a pencil and a log book to record when teachers aspire to in a mathematics task: engage- the geocache is found. Small treasures are often ment, educational value, and fun. Geocaching is placed inside the geocache so those who discover a global treasure hunt that invites students out its location may have a physical reward for their of the classroom into a world of discovery. This find. The treasures inside the geocache are paper unveils the ‘secret world’ of geocaching typically trinkets or inexpensive toys. and describes a geocaching educational program that was purposely designed for primary students to increase their conceptual understanding of mathematics, particularly location, and instill a sense of wonder of mathematics in the environ- ment. It is argued that geocaching offers teachers an authentic approach to develop mathematical understandings through the students’ quest to explore their surroundings in search of ‘riches’. To get started, all that is required is a global positioning system (GPS) enabled device, Inter- net access, and a sense of adventure. The basics of geocaching Figure 1. Basic geocache filled with ‘treasures’. Geocaching (pronounced geo-cashing) is a global To get started, a member of the geocaching treasure hunt with approximately 2.3 million community hides their geocache, determines geocaches hidden around the world and over six its location using GPS technology and posts a APMC 19 (4) 2014 9 Bragg brief description of the geocache and location The finders log their experience online for coordinates online at a geocaching website. others to view at the geocaching website. An The most popular website is www.geocaching. email is automatically forwarded to the owner com. Anyone with a GPS enabled device can of the geocache informing them that their search for the geocache. A recommended GPS geocache has been visited. Through regular input designed purposefully for children interested in from the geocaching members, the owner is geocaching is the Geomate Jr. The Geomate Jr can kept up-to-date with the geocache’s condition, be locked for private use on your school grounds including whether it requires maintenance with children creating their own school-based or has gone missing. geocaching network before venturing beyond the Geocaches come in various shapes and sizes. school gate to explore the thousands of pre- Some are carefully disguised as another object, programmed geocaches stored within the GPS. for example as a fake stone or rat (see Figures 3 The geocaching etiquette is that finders record and 4). Others are hidden in unsuspecting their name in the log book, exchange a treasure places, such as under a rock or pavement tile with something of equal or greater value, and (see Figure 5). Noted in the website description re-hide the geocache in the same location ready are two rating scales indicating the degree of for the next geocachers (see Figure 2). difficulty to find the geocache and how Figure 3. Fake stone geocache. Figure 4. Fake rat geocache. Figure 5. Geocache hidden under pavement tile. Figure 2. Finding a geocache. 10 APMC 19 (4) 2014 Geocaching: Finding mathematics in a global treasure hunt challenging the terrain is to negotiate. A loca- ICT skills, and undertakes physical exercise tion such as in the middle of Port Phillip Bay in (Bragg, Pullen & Skinner, 2010). To encourage Melbourne understandably earns a high rating teachers to gain the most out of the geocaching for terrain difficulty due to underwater diving experience, a geocaching educational program required to obtain it. When commencing (Bragg & Skinner, 2011) was created to offer geocaching with students, it is prudent to opt primary classes experience with location skills for low ratings, especially for the terrain. It is before searching for geocaches. also advisable to visit the geocache ahead of time to determine the suitability of the location Developing a geocaching program for your class. The geocaching educational program was devel- Geocaching’s place in education oped for students across all levels of the primary school. The description below is a summarised Geocaching offers students access to a place-based account of the trialling and further development approach to education through a connection with of the program with 65 Victorian primary-school the environment and the community of local and children in their first year and final two years of global geocachers. Sobel (2008) describes place- primary school. based education as, “Emphasizing hands-on, real-world learning Pre-assessment experiences. This approach to education increases academic achievement, helps Two pre-assessment tasks (a mind map and map students develop stronger ties to their com- drawing) were conducted to provide insights into munity, enhances students’ appreciation for students’ understandings and reveal misconcep- the natural world, and creates a heightened tions related to location. First, students com- commitment to serving as active, contribut- pleted a mind map task: Tell me everything you ing citizens” (p. 6). know about maps (see Bragg & Skinner, 2011, pp. 2–3). Early years children undertook the task Geocaching has strong links with members of orally with a teacher recording their responses. the community as it is reliant on fellow treasure While students demonstrated some under- hunters creating and maintaining geocaches and standing of mapping, most responses were lim- sharing their experiences. Geocachers hide their ited to the purpose of a map rather than specific geocache in a place that is of importance to them, features of maps. The second pre-assessment e.g., overlooking a favourite pond. The seeker is task focused on the students’ mapping skills and given an insight into a space that may only be the functionality of a map. Hide, map and seek known to locals, thereby witnessing the world (Bragg, 2013) required the students to hide an through other people’s eyes. This is the locals’ item in the classroom, draw a map indicating the hidden treasure. The geocaching community has location of the item, exchange their map with a strong emphasis on care and protection of the a partner, locate their partner’s item, exchange environment. A geocaching motto is “Cache in, feedback about the strengths and weaknesses of trash out” to urge ongoing protection of flora and the two maps, and then engage in a whole-class fauna as geocachers are encouraged to remove any discussion about the experience. The weaknesses rubbish on their treasure hunting travels. raised were a lack of indicators of orientation, Geocaching offers “real and relevant math- drawings not to scale, and a misunderstanding ematics” (Sparrow, 2008, p. 4) through a need and inaccuracy of symbolic representations. to develop spatial and location skills to engage The task was then repeated so that students could successfully in treasure hunting. The geocacher demonstrate any newly acquired knowledge of requires an understanding and awareness of mapping. This latter task provided students with compass points, distance, longitude and latitude, the authentic dual roles of cartographer and map the functions of a GPS device, reading and user, and offered the students insights into their following maps, trip planning, drawing and using mapping needs in situ. scale, interpreting data, along with literacy and APMC 19 (4) 2014 11 Bragg Figure 6. Students creating a chalk compass rose in the playground. Based on the information gained from Orientation and compass use the two pre-assessment tasks and whole-class discussions, it was apparent that the students Initially, tasks that expanded the students’ demonstrated a limited knowledge of compass understanding of orientation were implemented. directions, key components of a map, scale, I am North was developed to assist grade 5 and and more complex mapping structures such as 6 students “to see at first-hand the connection longitude and latitude. A series of tasks were between geometry (orientation and angles), developed to focus on particular skills necessary measurement and number” (Bragg, 2012, p. 8). to engage successfully in geocaching. These tasks Students were given a card that had either the were underpinned by the selected Location and cardinal or inter-cardinal compass points depicted transformation sub-strand content descriptors for as initials (such as SW), a bearing (90o) or picture the Measurement and geometry content strand of a compass. The students stood in a circle to of the Australian Curriculum: Mathematics make a giant compass rose. The student with the (Australian Curriculum, Assessment and N (north) card revealed that card. The rest of the Reporting Authority [ACARA], 2012), as well students moved to their card’s designated position as location skills more broadly. For example: within the compass rose then shared their strate- Year 5: Use a grid reference system to gies for finding their position. Once the founda- describe locations. Describe routes using tions for the compass points had been established, landmarks and directional language children moved on to using a hand-held compass (ACMMG113). to explore location as it related to their school environment.