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Success as a Teacher
Student success was only part of what intrigued Ledwith about Math Trail. It also helped her do a better job as a teacher, especially with the many changes in the field of mathematics today. "Teachers are being asked to introduce material such as calculus’ optimization problems earlier in the curriculum. The Math Trail gives me a new, dynamic arena in which my students can explore and practice this type of problem." Ledwith finds that the Math Trail helps with other changes, too. Teachers are being asked to integrate interactive, problem-based learning into all subjects. In math, 
Ledwith says this means moving away from "teaching students to do simple calculations and one-answer type responses," to supporting students to master "more interactive, in-depth learning. This new approach helps our students master mathematical principles and the processes behind the problems."
Helping students through their thinking processes and problem solving has helped Ledwith improve her own teaching techniques as well. For instance, at first, she gave students too much feedback. This influenced their problem solving process and led them to produce somewhat predictable solutions. "I saw that this stifled their creativity." Ledwith learned to hold back directly answering students’ questions, and, instead, to give them tips guiding them in productive directions so they could discover their own methods and solutions. "Instead of giving them the answer or even telling them how to get the answer, I now help them with their thinking and to develop a process for finding solutions. For example, a student asked me, "Is this the correct function?" Instead of giving her the answer, I asked, "Does it represent your data, or what you observed to have happen?" In this way, students often come up with approaches I haven’t thought of myself." Overall, Ledwith says about the process of participating in this way with students, "It’s a more interesting way to learn for both my students and for me."