Refreshing Mathematics

8/6/2019 Refreshing Mathematics

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Refreshing MathematicsLike the warming effects of a nuclear

winter, Math may give yousuperpowers.


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Arithmatiphobia: the Fear of Math

While the certainty of mathematics has beenadmired for centuries by great thinkers, likeEuclid, Pythagoras, and Descartes, many

people find its clarity too austere, pure andinaccessible.

In other words, because the answers are SO

CERTAIN

, most people areA

FRAI

D of gettingthe wrong answer, no matter how hard theyhave worked.


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I never did very well in

math - I could neverseem to persuade the

teacher that I hadn't

meant my answers

literally.

~Calvin Trillin,

recovering

arithmatiphobe

Fourtunatly, help is available. . .

but it might cost you.


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REMEMBER


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MATH IS A MYSTERY TO BE EXPLORED


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MATH IS SIMPLE. . .even when its not


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111 Generalist 4-8, Domain II

Mathematics

www.wordle.net


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Keep your studying organizedThe 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, dont dwell on questions you dont understand, or

an answer when you cant decide.


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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 a100-300 scale, i.e. 70% or

94 total correct answers


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Every new idea is already connected to

other ideas you already understand.

Mathematics Standards IVIII:

Number Concepts

Patterns and Algebra Geometry and Measurement

Probability and Statistics

Mathematical Processes

Mathematical Perspectives Mathematical Learning and Instruction

Mathematical Assessment


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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 andA

lgebra The teacher understands number operations

and computational algorithms.


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Competency 013

Geometry and Measurement The teacher understands and uses mathematical reasoning to

identify, extend, and analyze patterns and understands therelationships among variables, expressions, equations,inequalities, relations, and functions.

Competency 014Probability and Statistics

The teacher understands and uses linear

functions to model and solve problems.


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Competency 015

Mathematical Processes The mathematics teacher understands and uses mathematical

processes to reason mathematically, to solve mathematicalproblems, to make mathematical connections within and outside ofmathematics, and to communicate mathematically.

Competency 016Mathematical Perspectives

The mathematics teacher understands the historical developmentof mathematical ideas, the interrelationship between society andmathematics, the structure of mathematics, and the evolvingnature of mathematics and mathematical knowledge.


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Competency 017

Mathematical Learning and Instruction

The mathematics teacher understands how children learn and developmathematical skills, procedures, and concepts, knows typical errorsstudents make, and uses this knowledge to plan, organize, and implementinstruction; to meet curriculum goals; and to teach all students tounderstand and use mathematics.

Competency 018Mathematical Assessment

The mathematics teacher understands assessment and uses avariety offormal and informal assessment techniques appropriateto the learner on an ongoing basis to monitor and guide instructionand to evaluate and report student progress.


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Know the Format

All multiple-choice questions on the Mathematics 48 test are designed to assess your knowledge of the contentdescribed in the test framework. In most cases, you are expected to demonstrate more than just your ability torecall factual information. You may be asked to solve a multistep problem; analyze and interpret mathematicalinformation in a variety of formats; determine a mathematical function that models a given situation; or supplyinformation needed to prove a mathematical statement.

When you are ready to answer a multiple-choice question, you must choose one of four answer choiceslabeled 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 thosedefinitions 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 of100.300. 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 inTexas public schools. . your performance in the major content domains of the test and in the specific contentcompetencies of the test.


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Tips for Probability Questions

Theoreticaland PracticalProbability 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, buteach 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 forsome


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Single Item Format

Suggested Approach

Read the question carefully and critically.

Think about what it is asking and the situationit is describing.

Eliminate any obviously wrong answers, select

the correct answer choice, and mark it on your

answer sheet.


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Clustered ItemsSuggested 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, itsarrangement, 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

thisstra

tegy isthat the content of the item will help you identify thepurpose of the stimulus material and locate the information you need to

answer the question.


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Whether you readthe stimulus

before orafter you readthe item,

you shouldread it carefullyand

critically. You maywant to

underline its important points to

help you answer the item. You

can ALWAYS REREAD

the stimulus!!!!!


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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 assignedcompetency and its description.

Circle the terms that you find more difficult.

Share with the class, the number of terms youhighlighted, and the number that you thinkwill be difficult.


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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 the111

Generalist 4-8 exam is divided into its four domains (bonus: repeatthe exercise for the number of competencies in the mathematicsdomain)

Write a Linear equation that explains how the TExES 111 Generalist4-8 exam is scored.

y=mx + bwhere y=possible score, m=the value of each question

x=correct answers, b=your base score (100)


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Additional Resources

www.sparknotes.com

www.academicskillbuilders.com

www.nctm.org

www.texes.ets.org

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Refreshing Mathematics