Ignite NCSM San Antonio

What makes mathematics educators passionate? What ignites us? Each of these 10 brave mathematics educators has five minutes, and 20 slides that automatically advance every 15 seconds, to tell us!

  1. @MrBrianShay getting ready for his #NCSM17 Ignite. Looking forward to it! We at @MVPmath support you ❤👍 https://t.co/dPWojJUovP
    @MrBrianShay getting ready for his #NCSM17 Ignite. Looking forward to it! We at @MVPmath support you ❤👍 pic.twitter.com/dPWojJUovP
  2. Excited to live tweet for @SkipFennell at the #NCSM17 Ignite talk happening now. It's a packed house!
  3. Looking forward to hearing from some great math educators at Ignite #NCSM17 https://t.co/QsWZQB6Ea0
    Looking forward to hearing from some great math educators at Ignite #NCSM17 pic.twitter.com/QsWZQB6Ea0
  4. It's Time for #NCSM17 Ignite! Session. Thank you to @SuMACzanne and @MFAnnie for keeping the tradition alive! @MathEdLeaders
  5. .@dougoroark asks if our principals are always the best ones to give us (Ts) the feedback we need? What can I work on next? #NCSM17
  6. @dougoroark Teacher collaboration is the missing link in teacher transformation. #ncsm17
  7. "Is my principal the right person to give me the feedback I need?" "What I needed was social capital & collab w peers" @dougoroark #ncsm17
  8. @dougoroark talking about importance of peer collaboration. SHARED LEARNING #NCSM17
  9. When teachers collaborate they common experiences that level the playing field. @dougoroark #NCSM17
  10. Benefits of a social capital emphasis: a shared understanding of the What we are teaching and Why are we teaching it #ncsm17 @dougoroark
  11. @CindyCliche1 Early Mathematics is the answer... what is the question? Kicking off a great presentation! Go Cindy #NCSM17
  12. Where can you make the biggest impact on Ss learning? Early mathematics is the answer!! Thank you ECE and primary Ts! @CindyCliche1 #ncsm17
  13. Everybody can sing, you just didn't have a foundation for learnign to sing. @CindyCliche1 #NCSM17 @MathEdLeaders
  14. Everyone can sing, you just didn’t have the foundation. Same thing with math! #ncsm17
  15. @CindyCliche1 With early math as a passion, Cindy shares how EVERYONE can do math and emphasizes how everyone can grow math brain #NCSM17
  16. What's a good indicator Ss can overcome challenges as they mature??? EARLY MATHEMATICS! @CindyCliche1 #ncsm17
  17. Everybody can sing! You just may not have had a foundation of understanding to sing. Replace SING with MATH. @CindyCliche1 #NCSM17 #ignite
  18. Young children with strong math skills can overcome challenges @CindyCliche1 #NCSM17
  19. @CindyCliche1 children with early math skills overcome problems more easily. Good news: children are natural problem solvers #NCSM17
  20. Early learners... are natural problem solvers AND have strong opinions :) @CindyCliche1 #ncsm17
  21. @CindyCliche1 "If you think you can't do math I say you didn't have the teachers to build the foundation." It's about early math! #ncsm17
  22. Early learners are natural problem solvers. They also have strong opinions. They are enthusiastic about math. #NCSM17 @CindyCliche1
  23. What cause children to lose their enthusiasm around learning math? #NCSM17 #cmcmath #ignite
  24. Early learners...are natural problem solvers, have strong opinions, & are enthusiastic about engaging in math. @CindyCliche1 #NCSM17 #ignite
  25. @CindyCliche1 Early Learners are ENTHUSIASTIC about math! Best predictor of college attendance-- EARLY Mathematics. GO CINDY #NCSM17
  26. Encourage the language of math in early mathematics classrooms @CindyCliche1 #NCSM17
  27. Early math better predicts literacy success than early literacy. Wow!!! @CindyCliche1 #NCSM17 @MathEdLeaders
  28. We must encourage the language of math in our classrooms for our students in the early grades. Great advice from @CindyCliche1 #NCSM17
  29. Allow opportunities 4 students 2engage in HIGH levels of mathematics in early grades... Teaching ALL to high standards @CindyCliche1 #ncsm17
  30. Should we balance the focus (funding and time) between ELA and Math? #NCSM17 https://t.co/bVyFV9nBTa
    Should we balance the focus (funding and time) between ELA and Math? #NCSM17 pic.twitter.com/bVyFV9nBTa
  31. @CindyCliche1 Encourage language of math throughout life. From Kinder through high school. @MVPmath continues with s communication #NCSM17
  32. Where can we make the biggest impact on math learning? EARLY MATHEMATICS @CindyCliche1 #NCSM17 pic.twitter.com/oSXQJZWUGy
  33. Focus on early mathematics - make a difference that will last a lifetime via @CindyCliche1 at #ignite #NCSM17 with a shoutout to #MTBoS https://t.co/m8FaAiWHhE
    Focus on early mathematics - make a difference that will last a lifetime via @CindyCliche1 at #ignite #NCSM17 with a shoutout to #MTBoS pic.twitter.com/m8FaAiWHhE
  34. Do 3 less things: less words, less problems, and less numbers! @bstockus #NCSM17
  35. Less problems gives students MORE space and time to think/talk about their ideas #ncsm17 @bstockus https://t.co/1Mvd9sUhYt
    Less problems gives students MORE space and time to think/talk about their ideas #ncsm17 @bstockus pic.twitter.com/1Mvd9sUhYt
  36. #ncsm17 @bstockus Less problems, more time to think and talk about those problems
  37. What if we went back to our work and--instead of doing one more thing---we did 3 less things? Numberless word problems. @bstockus #NCSM17
  38. Can you say it in fewer words? Let's make sense of a problem instead. @bstockus @MathEdLeaders #NCSM17
  39. Give less problems, more space to write, more time to talk. @bstockus #NCSM17 Ignite!
  40. We need to give fewer problems so students have more space to work and share their ideas. @bstockus #NCSM17
  41. NCSM Ignite! Return from the conference and do 3 less things. @bstockus #NCSM17
  42. Focus instead on drawing and imagining instead of describing in words. @bstockus @MathEdLeaders #NCSM17
  43. With less words, students are left to make sense of the problem or situation #ncsm17 @bstockus https://t.co/3DlPwRXOyd
    With less words, students are left to make sense of the problem or situation #ncsm17 @bstockus pic.twitter.com/3DlPwRXOyd
  44. #ignite #ncsm17 #mtbos Give less problems with more space, so students have the time and the space to truly solve problems @bstockus
  45. Now that i’ve made sense of the information, I can get to the problem. #ncsm17 @bstockus
  46. With the question gone, students can make sense of the problem #NCSM17 #ignite @bstockus
  47. Less words means students are drawing and imagining. Make sense of the situation before finding the answer- @bstockus #NCSM17
  48. @bstockus Less problems, less words, and less numbers & get more from students. #ncsm17
  49. @bstockus We need less numbers. Reduce plug and chug. Increase reasoning! Use relationships #ncsm17
  50. Counterintuitive, but powerful. To help students answer problems better, use less problems, less words, & less numbers. @bstockus #NCSM17
  51. Let's stop the plug and chug.... no more racing to answers! Take those numbers out #ncsm17 @bstockus https://t.co/vPRbGYhEbr
    Let's stop the plug and chug.... no more racing to answers! Take those numbers out #ncsm17 @bstockus pic.twitter.com/vPRbGYhEbr
  52. @bstockus Leave space on page for student thinking by posing fewer problems. #ncsm17
  53. Let's stop the plug and chug.... no more racing to answers! Take those numbers out #ncsm17 @bstockus https://t.co/vHn8gJ29yD
    Let's stop the plug and chug.... no more racing to answers! Take those numbers out #ncsm17 @bstockus pic.twitter.com/vHn8gJ29yD
  54. Use less numbers to embed the relationships before solving the problem! @bstockus #NCSM17
  55. #NCSM17 So proud of @bstockus for rocking his Ignite session!! Less Problems, Less Words, and Less Numbers! Way to represent Texas! #katyic
  56. Less problems. Less words. Less numbers. Get more out of it! #ncsm17 @bstockus
  57. Do less. Less problems. Less words. Less numbers. Get more evidence of student thinking. @bstockus @MathEdLeaders #NCSM17
  58. Do less, get MORE.  More evidence of S thinking, More sense making, More understanding of relationships !#ncsm17 @bstockus https://t.co/huj40TFdSQ
    Do less, get MORE. More evidence of S thinking, More sense making, More understanding of relationships !#ncsm17 @bstockus pic.twitter.com/huj40TFdSQ
  59. Let's make sense-making the focus of word problems with fewer problems, fewer words, and fewer numbers! @bstockus #NCSM17 https://t.co/0Mc8HJmF3d
    Let's make sense-making the focus of word problems with fewer problems, fewer words, and fewer numbers! @bstockus #NCSM17 pic.twitter.com/0Mc8HJmF3d
  60. @bstockus Take numbers out of problems to focus students on problem situations & thinking. #ncsm17
  61. Less problems less words less numbers in math. Get more evidence get more sense making get more understanding #NCSM17 #plaea
  62. 3 year old @MrsNewell22 learning that she is a perfectionist – measuring herself against an impossible standard. #NCSM17 https://t.co/YLmJ6lV38B
    3 year old @MrsNewell22 learning that she is a perfectionist – measuring herself against an impossible standard. #NCSM17 pic.twitter.com/YLmJ6lV38B
  63. The pressure to be perfect sets us up for disappointment. The idea that there was a perfect rainbow undermined all her productivity #NCSM17 https://t.co/ktdofCcYse
    The pressure to be perfect sets us up for disappointment. The idea that there was a perfect rainbow undermined all her productivity #NCSM17 pic.twitter.com/ktdofCcYse
  64. Early mathematics competency predicts reading achievement better than early literacy skills. -@CindyCliche1 Wow!!! #NCSM17 #Ignite
  65. How does this relate to math? In math, the “perfect answer” is often the enemy of the good try. -@MrsNewell22 #NCSM17 https://t.co/lCkK10auAB
    How does this relate to math? In math, the “perfect answer” is often the enemy of the good try. -@MrsNewell22 #NCSM17 pic.twitter.com/lCkK10auAB
  66. Do less problems, less words, less numbers with @bstockus at #ignite #NCSM17 - and get more thinking, sense-making & focus on relationships pic.twitter.com/Sjc7padL5vhttps://t.co/Sjc7padL5vpic.twitter.com/Sjc7padL5v
  67. #WODB Each of these, except perfection, implies a process. And, spoiler alert, perfection does not belong. @MrsNewell22 #NCSM17 https://t.co/tNOsGBccBZ
    #WODB Each of these, except perfection, implies a process. And, spoiler alert, perfection does not belong. @MrsNewell22 #NCSM17 pic.twitter.com/tNOsGBccBZ
  68. The perfect answer is the enemy of the good try in math class. @MrsNewell22 #NCSM17 #MTBoS
  69. We can’t assume that “mathematically proficient students” means “mathematically perfect students.” @MrsNewell22 #NCSM17 https://t.co/p8gg7uzR1v
    We can’t assume that “mathematically proficient students” means “mathematically perfect students.” @MrsNewell22 #NCSM17 pic.twitter.com/p8gg7uzR1v
  70. The perfect answer can be the enemy of a good try! Thanks, @MrsNewell22 !! #NCSM17 Ignite!!
  71. Progress, proficiency, precision, and perfection are NOT the same words. @MrsNewell22 @MathEdLeaders #NCSM17
  72. For so many teachers, “attend to precision” has been reduced to “the perfect word at the perfect moment” @MrsNewell22 #NCSM17 https://t.co/Yl2syKtiKR
    For so many teachers, “attend to precision” has been reduced to “the perfect word at the perfect moment” @MrsNewell22 #NCSM17 pic.twitter.com/Yl2syKtiKR
  73. @MrsNewell22 "The Perfect is the Enemy of the Good"- Voltaire Time to reframe precision is not perfection. #ncsm17
  74. We have students who are afraid to speak up b/c they are afraid to not say the perfect thing. #ncsm17 @MrsNewell22 #mtbos Man i can relate!
  75. @MrsNewell22 talking about perfection ruining production. Proficient is not perfect #NCSM17 pic.twitter.com/Hj4RBI8heV
  76. "The perfect is the enemy of the good." Occurs in mathematics, as well. Progress and proficient are not = perfection. @MrsNewell22 #NCSM17
  77. Attending to precision is not the same as attending to perfection. YES!!! #ncsm17 @MrsNewell22
  78. Mathematically proficient students try to communicate precisely to others. @MrsNewell22 #NCSM17 https://t.co/1mPPFXqctb
    Mathematically proficient students try to communicate precisely to others. @MrsNewell22 #NCSM17 pic.twitter.com/1mPPFXqctb
  79. This is a huge point! “Precise claims can be expressed in imperfect language.” @MrsNewell22 #NCSM17 https://t.co/buD5JiXnJr
    This is a huge point! “Precise claims can be expressed in imperfect language.” @MrsNewell22 #NCSM17 pic.twitter.com/buD5JiXnJr
  80. @MrsNewell22 #ncsm17 "the perfect is the enemy of the good. " Voltaire. So true in mathematics.
  81. Precision is about communication, mathematically proficient students try to communicate precisely to others. @MrsNewell22 #NCSM17
  82. “Hot bread with the cheese of America on it.” A precise and yet, imperfect request from @MrsNewell22’s son. #NCSM17 https://t.co/nPbxvq68o9
    “Hot bread with the cheese of America on it.” A precise and yet, imperfect request from @MrsNewell22’s son. #NCSM17 pic.twitter.com/nPbxvq68o9
  83. "Hot bread with cheese of America." You know what that is, don't you? @MrsNewell22 @MathEdLeaders #NCSM17
  84. Stop listening FOR the perfect word, & start working to “uncover the mathematics in what students say and do.” @MrsNewell22 #NCSM17
  85. "Precise claims can be expressed in imperfect language." @MrsNewell22 #NCSM17
  86. Precise claims can be expressed in imperfect language. Precise, but not perfect -- and that's wonderful! Listen, dig. @MrsNewell22 #NCSM17
  87. Mom, I "hmmmmed" them.... such great use of story to explain how imperfect language can still be PRECISE!! @MrsNewell22 #ncsm17
  88. @MrsNewell22 I like it... the Hmmm method for comparing size of objects (and other things). I do this when I am comparing food! #ncsm17
  89. Even the mathematicians at #NCSM17 couldn’t agree on the “perfect” word for the vertiwiggle. @MrsNewell22 #NCSM17 https://t.co/N2KPz3QWCn
    Even the mathematicians at #NCSM17 couldn’t agree on the “perfect” word for the vertiwiggle. @MrsNewell22 #NCSM17 pic.twitter.com/N2KPz3QWCn
  90. Language can be imperfect, but the claim can be precise! Promote the meaning over the words children are using. @MrsNewell22 #NCSM17 Ignite
  91. As kids express claims in imperfect language, we work to uncover the connection to the formal math language. @MrsNewell22 #NCSM17 https://t.co/tnj2DJgv55
    As kids express claims in imperfect language, we work to uncover the connection to the formal math language. @MrsNewell22 #NCSM17 pic.twitter.com/tnj2DJgv55
  92. I hmmmmmed them! ❤️it!!! Imperfect language, but precise claim! @MrsNewell22 #NCSM17
  93. We want students to become precisionists not perfectionists & they'll work through some imperfect language to get there @MrsNewell22 #NCSM17 https://t.co/rHO1V0f0in
    We want students to become precisionists not perfectionists & they'll work through some imperfect language to get there @MrsNewell22 #NCSM17 pic.twitter.com/rHO1V0f0in
  94. @MrsNewell22 is killing her #NCSM17 Ignite talk...I can even tell from my standing spot outside the room! https://t.co/9bnsAkccrL
    @MrsNewell22 is killing her #NCSM17 Ignite talk...I can even tell from my standing spot outside the room! pic.twitter.com/9bnsAkccrL
  95. Just because it isn't perfect doesn't mean it isn't persice #NCSM17 #ignite #cmcmath
  96. "Precise claims can be expressed in imperfect language." -Judit Moschkovitch @MrsNewell22 #NCSM17
  97. Let language be student led. Then we help them unpack the math thinking. @MrsNewell22 #NCSM17
  98. Can we work on privileging precision over perfection in our classrooms? They are not one-in-the-same. @MrsNewell22 #NCSM17
  99. Build precision over perfection! @MrsNewell22 hmmm and verti-wiggle are now part of my vocab #NCSM17 https://t.co/Eoutmh9GU3
    Build precision over perfection! @MrsNewell22 hmmm and verti-wiggle are now part of my vocab #NCSM17 pic.twitter.com/Eoutmh9GU3
  100. Many times students experience mathematics as a series of disjointed islands @FarshidSafi #NCSM17 https://t.co/SxdujWa5WR
    Many times students experience mathematics as a series of disjointed islands @FarshidSafi #NCSM17 pic.twitter.com/SxdujWa5WR
  101. Time to develop meaningful #NCSM17 equations. Here's mine: Ignite!=Passion. What's Yours? @MathEdLeaders
  102. .@MrsNewell22 challenging us to focus on precision over perfection in our mathematics classrooms. #NCSM17
  103. It’s important to focus on student perspective with learning goals in mind. @FarshidSafi #NCSM17 https://t.co/P2Wq5MgsfK
    It’s important to focus on student perspective with learning goals in mind. @FarshidSafi #NCSM17 pic.twitter.com/P2Wq5MgsfK
  104. Support students' development of understanding -- precision over perfection! Thanks, @MrsNewell22 #NCSM17 Ignite https://t.co/tHSMLzgxTe
    Support students' development of understanding -- precision over perfection! Thanks, @MrsNewell22 #NCSM17 Ignite pic.twitter.com/tHSMLzgxTe
  105. @FarshidSafi Using big ideas to see the whole and the parts that make up the whole #NCSM17
  106. Observe the way the context, representation, orientation guide us in thinking mathematically @FarshidSafi #NCSM17
  107. Precision over perfection with @MrsNewell22 at #NCSM17 #ignite -    our role is to uncover the mathematics & privilege children's language https://t.co/n69ZWmpYIM
    Precision over perfection with @MrsNewell22 at #NCSM17 #ignite - our role is to uncover the mathematics & privilege children's language pic.twitter.com/n69ZWmpYIM
  108. Great collection of 66 mathematics educators here this week. Such great colleagues and mentors @FarshidSafi #NCSM17 https://t.co/06HFnMzynk
    Great collection of 66 mathematics educators here this week. Such great colleagues and mentors @FarshidSafi #NCSM17 pic.twitter.com/06HFnMzynk
  109. Love @MrsNewell22 message re focus on precision of claims & working w/imperfect language such as cheese of America in a sandwich! #NCSM17
  110. The role of representations is a big part of both middle/HS mathematics @FarshidSafi #NCSM17
  111. @FarshidSafi ignites the ideas that link and contrast equal and equivalent #DNAMath #NCSM17
  112. @FarshidSafi #ncsm17 Part of building math understanding is seeing connections between math ideas.
  113. Knowing when to zoom in and when to zoom out when teaching math... @FarshidSafi #NCSM17
  114. Mathematics has a fundamental role in preparing an informed society @FarshidSafi #NCSM17
  115. we need to create opportunities for students to engage, explore mathematics, to pursue their dreams @FarshidSafi #NCSM17
  116. Precise claims can be expressed in imperfect language. We need to put the math before the language. Great #ignite by @MrsNewell22! #NCSM17
  117. Let’s be Bridge Builders to connect, inform and facilitate coherence through big ideas @FarshidSafi #NCSM17
  118. The mathematics of gerrymandering? Equal? Equivalent? @FarshidSafi #NCSM17
  119. Is equal the same as equivalent? Is it always true? Example - gerrymandering. @FarshidSafi @MathEdLeaders #NCSM17
  120. An island of geometry, an island of algebra, an island of statistics... disjointed islands. How do we create a coherent mathematics? #ncsm17  https://twitter.com/allisonhintz124/status/849728060639203328 
  121. .@srendon2 challenges us to put teachers in a circle of trust #ncsm17 Ignite
  122. It's a matter of trust! Supporting &empowering teachers. Think of Meet the fockers "circle of trust". @srendon2 #ncsm17
  123. Coaches - are you asking teachers to be a "mini-me"? Trust them instead. @srendon2 @MathEdLeaders #NCSM17
  124. Look for progress, not perfection in the Teachers we work with --- yes!! Thanks, @srendon2 !! #NCSM17 Ignite
  125. Do my Ts know that I believe in them? Do they know that I believe they can grow? That I believe in progress not perfection @srendon2 #NCSM17
  126. Believing in teachers 👨‍🏫 progress not perfection #NCSM17
  127. Do I believe they can grow as teachers? We can not write off teachers OR give up hope. Every T can show improvement @srendon2 #ncsm17
  128. Coaches - do you model a growth mindset for your teachers? EVERY teacher can show improvement. @srendon2 @MathEdLeaders #NCSM17
  129. @srendon2 nice! Teachers should know we believe in them! All means All! Risk is important. #NCSM17 Ignite https://t.co/3bRlaeBFEV
    @srendon2 nice! Teachers should know we believe in them! All means All! Risk is important. #NCSM17 Ignite pic.twitter.com/3bRlaeBFEV
  130. @srendon2 on coaching, "I'm not trying to create a bunch of "mini-me"s". I need to listen, learn, and reflect." #NCSM17
  131. Take risks. It will be loud and messy -- it will go astray -- but that's how we grow! @srendon2 #NCSM17
  132. Risk taking is messy and that is what we want to see! #NCSM17 @srendon2 Ignite!
  133. We need to encourage more teachers to be risk takers? Coaches - how do you make that happen? @srendon2 @MathEdLeaders #NCSM17
  134. shift from “what’s wrong?” to “what’s next?” @srendon2 #ncsm17
  135. As instructional coaches, we need to shift the conversation from "What's wrong..." to "What's next..." Yes! @srendon2 #NCSM17 #progress
  136. Shift the conversation from what is wrong to what is next. @srendon2 #NCSM17
  137. Shift from what is wrong to what is next - do not focus on "fixing" but instead developing teachers. @srendon2 #NCSM17 Ignite
  138. Empower teachers by putting them in the circle of trust. Believe Ts can grow. Encourage risk taking. Progress, not perfection. #ncsm17
  139. Make the shift from "what's wrong" to "what's next". #ncsm17
  140. Shift from what's wrong to what's next. Always striving to do better. It's about progress, not perfection @srendon2 #ncsm17
  141. Excellence is the gradual result of always trying to do better. #NCSM17
  142. Need to shift the conversation from what's wrong to what's next.-Sharon #ncsm17 #ncsmignite
  143. The guy who writes math SAT questions also used to raise chickens. That is somehow encouraging. @MrBrianShay @MathEdLeaders #NCSM17
  144. All means All for teachers too - building trust to inspire professional learning with @srendon2 at #NCSM17 #ignite 🔥 https://t.co/twmCuw1VZY
    All means All for teachers too - building trust to inspire professional learning with @srendon2 at #NCSM17 #ignite 🔥 pic.twitter.com/twmCuw1VZY
  145. Whatever happened to Geometry? Have we brutalized this course by narrowing the course to what is easy to test? @MrBrianShay #NCSM17
  146. @MrBrianShay #NCSM17 chickens!threat to math#lack of engagement#@MathEdLeaders
  147. Does your state use the ACT for a high school exit exam? It's not designed for that. @MrBrianShay @MathEdLeaders #NCSM17
  148. States using SAT or ACT as their HS compliance test. Barely 5 geo Qs typically on area/volume #NCSM17 @MrBrianShay pic.twitter.com/vnZ40BtyNi
  149. Geometry should be rich and engaging. It is so much more than shapes, lines, and angles.  @MrBrianShay #ncsm17 https://t.co/qZYU6s6tjY
    Geometry should be rich and engaging. It is so much more than shapes, lines, and angles. @MrBrianShay #ncsm17 pic.twitter.com/qZYU6s6tjY
  150. @MrBrianShay "We are losing the power of what can be done in Geometry when states use ACT for assessment. Sad!" #NCSM17
  151. Geometry has changed a lot since CCSS and testing pressures #NCSM17 @MrBrianShay Qs about algebra and functions; data analysis pic.twitter.com/aA0I1pVJ1ahttps://t.co/aA0I1pVJ1apic.twitter.com/aA0I1pVJ1ahttps://t.co/aA0I1pVJ1apic.twitter.com/aA0I1pVJ1a
  152. Change is a normal part of life. Need to get better geometry courses, curriculum and assessments out @MrBrianShay  #NCSM17 https://t.co/TwyrtIforF
    Change is a normal part of life. Need to get better geometry courses, curriculum and assessments out @MrBrianShay #NCSM17 pic.twitter.com/TwyrtIforF
  153. @MrBrianShay The problem is how geometry is assessed! Stop the computation. Thanks Brian. #NCSM17
  154. What happened to Geometry? We need to make it more than just recall and/or computations. #ncsm17 @MrBrianShay
  155. Advice for trusting that T's can learn & improve is essential in working w Ts. #NCSM17 https://t.co/0AW0P1YGwu
    Advice for trusting that T's can learn & improve is essential in working w Ts. #NCSM17 pic.twitter.com/0AW0P1YGwu
  156. She grew up the youngest of 8 children in a town so small the fire department burned down. @TLAMath #NCSM17 https://t.co/75nFLi4d12
    She grew up the youngest of 8 children in a town so small the fire department burned down. @TLAMath #NCSM17 pic.twitter.com/75nFLi4d12
  157. #ncsm17 Thanks @MrBrianShay for pushing us to advocate for changes in focus to bring out the beauty of geometry! https://t.co/bbd6YgbE9e
    #ncsm17 Thanks @MrBrianShay for pushing us to advocate for changes in focus to bring out the beauty of geometry! pic.twitter.com/bbd6YgbE9e
  158. Her teacher wore a white dress and allowed all students to put painty hands on it. Wow. @TLAMath #NCSM17 https://t.co/INcwwS1wlh
    Her teacher wore a white dress and allowed all students to put painty hands on it. Wow. @TLAMath #NCSM17 pic.twitter.com/INcwwS1wlh
  159. The power of story... bringing in a recorder and playing a song from 4th grade! @TLAMath #ncsm17
  160. She found her voice in elementary school. It didn't matter that she was poor. @TLAMath #NCSM17 https://t.co/56CzmRcTli
    She found her voice in elementary school. It didn't matter that she was poor. @TLAMath #NCSM17 pic.twitter.com/56CzmRcTli
  161. When children are invested in their education they receive a voice @TLAMath #NCSM17
  162. @TLAMath Thank you for sharing story of Mrs. DeLoach. As a fellow Carolinian, I appreciate value of relationships n ur music skills #NCSM17
  163. When children are (in)vested in their education, they gain a voice -- their voice. Our schools are critical for this work. @TLAMath #NCSM17
  164. Did you learn anything in 4th grade that you can still do? Can you play a recorder like @TLAMath can? @MathEdLeaders #NCSM17
  165. "When children are invested in their education they receive a voice." #ncsm17 @TLAMath
  166. @TLAMath tells us her story of her experiences that have led her to where she is - and we all appreciate it! #NCSM17 #DNAMath https://t.co/XxHcMUJcjK
    @TLAMath tells us her story of her experiences that have led her to where she is - and we all appreciate it! #NCSM17 #DNAMath pic.twitter.com/XxHcMUJcjK
  167. That's how she became a math teacher. She was a capable living being, and a teacher SAW HER. @TLAMath #NCSM17 https://t.co/jGK0NumhAo
    That's how she became a math teacher. She was a capable living being, and a teacher SAW HER. @TLAMath #NCSM17 pic.twitter.com/jGK0NumhAo
  168. None of that mattered. he saw a living being who could do mathematics. #ncsm17 @TLAMath
  169. It didn't matter... He saw a living being that could do mathematics. @TLAMath #NCSM17
  170. A reminder that we need to be aware of the life outside of the classroom that our students have. Get to know your students! #ncsm17
  171. Every child can do mathematics, as a mathematician, as a mathematics teacher @TLAMath #NCSM17
  172. Look at what that little girl has grown up to do! See her in your students. All the feels. @TLAMath #NCSM17 https://t.co/3Fh3YpZxsO
    Look at what that little girl has grown up to do! See her in your students. All the feels. @TLAMath #NCSM17 pic.twitter.com/3Fh3YpZxsO
  173. Thank you @TLAMath for opening up and sharing your story. Moments like this make me proud to be a part of this community. #ncsm17
  174. Up next: @SkipFennell at #NCSM17 Ignite. W^3: Wanderin', Wonderin', Worryin' Through My Rearview Window. https://t.co/C6IQWnECEj
    Up next: @SkipFennell at #NCSM17 Ignite. W^3: Wanderin', Wonderin', Worryin' Through My Rearview Window. pic.twitter.com/C6IQWnECEj
  175. @TLAMath #ncsm17 Every child, each child, can do math and be a success as a mathematician, a math teacher, a math educator. #inspire
  176. #NCSM17 @TLAMath Thank you for sharing your story with us and reminding us ALL students can do math!!
  177. This is a pretty impressive amount of experience. @SkipFennell has had a lot of different perspectives of math education. #NCSM17 https://t.co/SzznykE6iQ
    This is a pretty impressive amount of experience. @SkipFennell has had a lot of different perspectives of math education. #NCSM17 pic.twitter.com/SzznykE6iQ
  178. I love these questions from @SkipFennell to promote mathematical reasoning. What do you have 100 of in your house? #NCSM17 https://t.co/ssXD3YbG3P
    I love these questions from @SkipFennell to promote mathematical reasoning. What do you have 100 of in your house? #NCSM17 pic.twitter.com/ssXD3YbG3P
  179. The classroom is your canvas. What might that look like? @SkipFennell #ncsm17
  180. The classroom is your canvas @SkipFennell -- but physicians work on cadavers first! #NCSM17 Ignite
  181. How do we support teachers to become G.O.A.T. in the classroom? @SkipFennell #NCSM17
  182. We need to support teachers in professional learning opportunities where they have a say. @SkipFennell #ncsm17
  183. When did you become a GOAT (greatest of all time teacher)? an OUTLIER? @SkipFennell @MathEdLeaders #NCSM17
  184. Always inspired by @TLAMath #NCSM17. Such a wonderful model of class, courage and commitment for all educators! https://t.co/AzdFYm2Oxu
    Always inspired by @TLAMath #NCSM17. Such a wonderful model of class, courage and commitment for all educators! pic.twitter.com/AzdFYm2Oxu
  185. Curriculum standards: They have never been tested and are never perfect. @SkipFennell #NCSM17
  186. Thank you for sharing your story to reinforce that we must believe that all of our Ss have the power to develop math understanding! #NCSM17
  187. #NCSM17 When did you become a GOAT in teaching? Let's foster goat-ness in our teachers! @SkipFennell #MTBos #katymath #katyic
  188. How can we ensure that all teachers/leaders have the best chance at being the 🐐? @SkipFennell #NCSM17 pic.twitter.com/6lyX97a7ek
  189. We need to all come together as organizations to ensure great professional learning experiences for teachers. @SkipFennell #NCSM17 https://t.co/nQVO4Cl8A4
    We need to all come together as organizations to ensure great professional learning experiences for teachers. @SkipFennell #NCSM17 pic.twitter.com/nQVO4Cl8A4
  190. @SkipFennell Thank you for reminding leaders to learn, grow and become goats #NCSM17
  191. 9 really outstanding Ignites and @MFAnnie is next so I can already proclaim it’s been a perfect 10 for 10! #NCSM17
  192. Annie brought "noticing and wondering" to more mathematics educators than anyone else. @gennisteele @MFAnnie @MathEdLeaders #NCSM17
  193. This journey is about all of us. We make a difference. We are the GOATs @SkipFennell #NCSM17 https://t.co/ri0Df3XWYa
    This journey is about all of us. We make a difference. We are the GOATs @SkipFennell #NCSM17 pic.twitter.com/ri0Df3XWYa
  194. @MFAnnie: "I had no idea they knew all that. We haven't done it yet in my class." Ignite #NCSM17
  195. @MFAnnie: "A 6th grade teacher had kids act out picking different combos for breakfast to figure out how many there were." Ignite #NCSM17 https://t.co/CKW7B1es3n
    @MFAnnie: "A 6th grade teacher had kids act out picking different combos for breakfast to figure out how many there were." Ignite #NCSM17 pic.twitter.com/CKW7B1es3n
  196. @MFAnnie: Just when they were about to figure it out, she said, 'Here's how you figure it out.' It was horrible and sad." Ignite #NCSM17 https://t.co/F24E5ZZmVI
    @MFAnnie: Just when they were about to figure it out, she said, 'Here's how you figure it out.' It was horrible and sad." Ignite #NCSM17 pic.twitter.com/F24E5ZZmVI
  197. @MFAnnie: "All subjects should use student ideas, esp in math cuz it's most guilty of communicating kids ideas not worthy." Ignite #NCSM17 https://t.co/gw71EU0U77
    @MFAnnie: "All subjects should use student ideas, esp in math cuz it's most guilty of communicating kids ideas not worthy." Ignite #NCSM17 pic.twitter.com/gw71EU0U77
  198. Math is the most guilty of telling children their ideas are not worthwhile @MFAnnie #NCSM17