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Refreshing Mathematics

Like the warming effects of a nuclear winter, Math may give you superpowers.

Arithmatiphobia: the Fear of Math


While the certainty of mathematics has been admired for centuries by great thinkers, like Euclid, Pythagoras, and Descartes, many people find its clarity too austere, pure and inaccessible. In other words, because the answers are SO CERTAIN, most people are AFRAID of getting the wrong answer, no matter how hard they have worked.

Fourtunatly, help is available. . . but it might cost you.


I never did very well in math - I could never seem to persuade the teacher that I hadn't meant my answers literally. ~Calvin Trillin, recovering arithmatiphobe

REMEMBER

MATH IS A MYSTERY TO BE EXPLORED

MATH IS SIMPLE. . .even when it s not

111 Generalist 4-8, Domain II Mathematics

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Keep your studying organized


The following steps may be helpful in preparing for the TExES test. 1. Identify the information the test will cover by reading through the test competencies 2. Read each competency with its descriptive statements 3. Consider those competencies about which you feel you know the most and the least. 4. Use this list to set priorities for your study time. 5. Gather your available resources (see resources slide at the end of this presentation) 6. FOCUS on the key ideas and important concepts that are discussed in the competencies and descriptive statements. 7. PRACTICE FOR THE TEST you are taking. 1. Know the format (Multiple Choice) 2. Know the time limits 3. Keep a steady pace, don t dwell on questions you don t understand, or an answer when you can t decide.

The Generalist 4.8 Test


will consist of approximately: 40 = 31% Eng. Language Arts & Reading items 30 = 23% Mathematics items 30 = 23% Social Studies items 30 = 23% Science items
_________________________________

130 = 100 % Passing score = 240 on a 100-300 scale, i.e. 70% or 94 total correct answers

Every new idea is already connected to other ideas you already understand.
Mathematics Standards I VIII: Number Concepts Patterns and Algebra Geometry and Measurement Probability and Statistics Mathematical Processes Mathematical Perspectives Mathematical Learning and Instruction Mathematical Assessment

Competency 010 Number Concepts


The teacher understands the structure of number systems, the development of a sense of quantity, and the relationship between quantity and symbolic representations.

Competency 011 Patterns and Algebra


The teacher understands number operations and computational algorithms.

Competency 013 Geometry and Measurement


The teacher understands and uses mathematical reasoning to identify, extend, and analyze patterns and understands the relationships among variables, expressions, equations, inequalities, relations, and functions.

Competency 014 Probability and Statistics


The teacher understands and uses linear functions to model and solve problems.

Competency 015 Mathematical Processes


The mathematics teacher understands and uses mathematical processes to reason mathematically, to solve mathematical problems, to make mathematical connections within and outside of mathematics, and to communicate mathematically.

Competency 016
Mathematical Perspectives
The mathematics teacher understands the historical development of mathematical ideas, the interrelationship between society and mathematics, the structure of mathematics, and the evolving nature of mathematics and mathematical knowledge.

Competency 017
Mathematical Learning and Instruction
The mathematics teacher understands how children learn and develop mathematical skills, procedures, and concepts, knows typical errors students make, and uses this knowledge to plan, organize, and implement instruction; to meet curriculum goals; and to teach all students to understand and use mathematics.

Competency 018
Mathematical Assessment
The mathematics teacher understands assessment and uses a variety of formal and informal assessment techniques appropriate to the learner on an ongoing basis to monitor and guide instruction and to evaluate and report student progress.

Know the Format

All multiple-choice questions on the Mathematics 4 8 test are designed to assess your knowledge of the content described in the test framework. In most cases, you are expected to demonstrate more than just your ability to recall factual information. You may be asked to solve a multistep problem; analyze and interpret mathematical information in a variety of formats; determine a mathematical function that models a given situation; or supply information needed to prove a mathematical statement. When you are ready to answer a multiple-choice question, you must choose one of four answer choices labeled A, B, C, and D. Then you must mark your choice on a separate answer sheet. Calculators. Scientific calculators will be provided at the test administration site. See the TExES registration bulletin for the brand and model of the calculator that will be available. Definitions and Formulas. A set of definitions and formulas will be provided in your test booklet. A copy of those definitions and formulas is also provided in Section IV of this preparation manual. You will have 5 (five) hours to complete the full exam. 140 total questions (130 scored, 10 not scored) a total test scaled score that is reported on a scale of 100.300. The minimum passing score is a scaled score of 240. This score represents the minimum level of competency required to be an entry-level educator in this field in Texas public schools. . your performance in the major content domains of the test and in the specific content competencies of the test.

Tips for Probability Questions


Theoretical and Practical Probability
Theoretical is the logical possibility, event/possible events Practical is the measures of occurrence/attempt questions come in basically three types:
Socks where you have many chances for the same result, like a sock drawer with red, blue, black and white socks, but each event reduces your number of possibilities. Dice (number cubes), where multiple combinations can yield the same result, & the possibilities are the same each throw Roulette (Spinners)-read like a pie graph you may have an equal chance for each possibility, or a greater chance for some

Single Item Format


Suggested Approach Read the question carefully and critically. Think about what it is asking and the situation it is describing. Eliminate any obviously wrong answers, select the correct answer choice, and mark it on your answer sheet.

Clustered Items
Suggested Approach Two or more items may be related to a single stimulus. You can use several different approaches to answer these types of questions. Some commonly used approaches are listed below.
Strategy 1 Skim the stimulus material to understand its purpose, its arrangement, and/or its content. Then read the item and refer again to the stimulus material to obtain the specific information you will need to answer the question. Strategy 2 Read the item before considering the stimulus material. The theory behind this strategy is that the content of the item will help you identify the purpose of the stimulus material and locate the information you need to answer the question.

Whether you read the stimulus before or after you read the item, you should read it carefully and critically. You may want to underline its important points to

You can ALWAYS REREAD the stimulus!!!!!


help you answer the item.

Practice
Split into your assigned groups Using your copy of the competency checklist, a pen and highlighter:
Highlight all of the key terms in your assigned competency and it s description. Circle the terms that you find more difficult.

Share with the class, the number of terms you highlighted, and the number that you think will be difficult.

Applying Mathematics to Maximize you Study Time


Use Fractions to represent the portion of key terms that you think are difficult: Difficult terms Key Terms Use percentages and decimals and fractions to express how the 111 Generalist 4-8 exam is divided into it s four domains (bonus: repeat the exercise for the number of competencies in the mathematics domain) Write a Linear equation that explains how the TExES 111 Generalist 4-8 exam is scored. y=mx + b where y=possible score, m=the value of each question x=correct answers, b=your base score (100)

Additional Resources
www.sparknotes.com www.academicskillbuilders.com www.nctm.org www.texes.ets.org

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