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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