Dolores math teachers have renewed their passion for fostering a love of math in their classrooms after attending a conference in March.
Melanie Cook, Dolores’ K-12 math instructional coach, reported to the District Re-4 Board of Education this month, saying the conference “changed our lives and changed our instruction.” Cook noted that they have implemented strategies and ideas from the conference, resulting in students becoming more comfortable with math concepts.
According to Cook, 93% of adults experience “math anxiety,” which typically begins in elementary school. To combat this, Cook emphasized that classroom culture must embrace exploration and mistakes by encouraging risk-taking and the “messiness of learning.” She explained that thoughtful questioning leads to critical thinking, and struggles are seen as progress rather than failure.
On Tuesday, Cook told The Journal that she learned about the national math conference in Santa Fe through her membership in the National Council for Teachers of Mathematics. Seeing it as a professional development opportunity, she proposed it to the board, and it was approved.
“It was directed toward the middle school level but uses strategies that can be applied to any level, from elementary through high school. I thought it was a really good match with what some of our teachers are already doing at the elementary level,” Cook said.
This initiative comes amid nationwide teaching difficulties. “It’s really tough nationwide,” Cook said. “There’s a teacher shortage, and in this rural part of the country with lower salaries, we particularly struggle to find teachers for mathematics, science, and special education.”
Dolores teachers have been promoting “productive struggle.” Cook clarified, “Productive struggle isn’t about having a tough time with math. It’s about believing, ‘I can be successful. I am successful.’”
At the conference, teachers worked in small groups on “exciting problems” and learned ways to have students tackle problems collaboratively rather than individually. “They were saying, ‘Wow, this could really work. This is exciting,’” Cook said. “Some attended sessions on practical implementation and key takeaways.”
For Cook, a significant takeaway was building a classroom environment where students could work together and persevere to find answers without premature teacher interference. “I’m seeing a lot more of that in the classroom, and a lot more excitement and engagement about math,” Cook said.
Cook hopes to see students continue to enjoy learning math and teachers promoting classroom cultures that make math engaging and fun. “I hope to see us develop more mathematical pathways in high school, including both algebraic and statistical strands,” Cook said. “I hope more teachers adopt practices that make math engaging and inclusive for all students, and I hope to see our students succeed in math and prepare for their post-secondary lives.”
Now, Cook observes fewer students sitting with their heads down or sneaking time on their phones. “I see, for the most part, kids engaged in mathematics, doing math, and talking,” Cook said. “There’s more smiling, more laughter, and more math going on.”
