You are on page 1of 22

# 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.

but it might cost you. . I never did very well in math .Fourtunatly. ~Calvin Trillin.I could never seem to persuade the teacher that I hadn't meant my answers literally. recovering arithmatiphobe . . help is available.

REMEMBER .

MATH IS A MYSTERY TO BE EXPLORED .

.even when it s not . .MATH IS SIMPLE.

wordle.net . Domain II Mathematics www.111 Generalist 4-8.

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

70% or 94 total correct answers . i.8 Test will consist of approximately:  40 = 31% Eng.The Generalist 4. 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.e.

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 .Every new idea is already connected to other ideas you already understand.

Competency 010 Number Concepts  The teacher understands the structure of number systems. the development of a sense of quantity. Competency 011 Patterns and Algebra  The teacher understands number operations and computational algorithms. and the relationship between quantity and symbolic representations. .

. Competency 014 Probability and Statistics  The teacher understands and uses linear functions to model and solve problems. extend. expressions. and functions. inequalities. equations. relations. and analyze patterns and understands the relationships among variables.Competency 013 Geometry and Measurement  The teacher understands and uses mathematical reasoning to identify.

. Competency 016 Mathematical Perspectives  The mathematics teacher understands the historical development of mathematical ideas. and the evolving nature of mathematics and mathematical knowledge. the structure of mathematics.Competency 015 Mathematical Processes  The mathematics teacher understands and uses mathematical processes to reason mathematically. to solve mathematical problems. the interrelationship between society and mathematics. to make mathematical connections within and outside of mathematics. and to communicate mathematically.

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

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. blue. or a greater chance for some . & the possibilities are the same each throw  Roulette (Spinners)-read like a pie graph you may have an equal chance for each possibility.  Dice (number cubes). black and white socks. where multiple combinations can yield the same result. but each event reduces your number of possibilities.Tips for Probability Questions  Theoretical and Practical Probability ± Theoretical is the logical possibility. like a sock drawer with red.

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

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.  Strategy 1 Skim the stimulus material to understand its purpose. 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. its arrangement. You can use several different approaches to answer these types of questions. . Some commonly used approaches are listed below.Clustered Items Suggested Approach Two or more items may be related to a single stimulus. and/or its content.

You may want to underline its important points to You can ALWAYS REREAD the stimulus!!!!! help you answer the item. . you should read it carefully and critically.Whether you read the stimulus before or after you read the item.

a pen and highlighter: ± Highlight all of the key terms in your assigned competency and it s description. .  Share with the class. the number of terms you highlighted. and the number that you think will be difficult. ± Circle the terms that you find more difficult.Practice  Split into your assigned groups  Using your copy of the competency checklist.

b=your base score (100) . y=mx + b where y=possible score.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. m=the value of each question x=correct answers.