Math Teacher Interview Preparation Guide

Standard deviation is the measure of the spreadout of the data about the mean value. It is referred as sigma and represented as symbol σ.

In polygons, angle between any side of the shape and a line extended from the next side is referred as Exterior Angles. All the exterior angles of the polygon add up to 360°. Each exterior angle must be 360°

☛ Commutative laws say we can swap numbers, and you still get the same number when you add, for example, a+b = b+a and same for multiplication.
☛ Associative laws say it does not matter how we group the number final value will remain the same, for example, (a+b)+c = (a+b)+c , and same for multiplication
☛ Distributive laws say that we can have the same answer while multiplying a number by a group of numbers added together or multiplying them separately and then add them, For example, a x ( b+c) = axb + bxc

Different types of field for maths are Calculus, Algebra and Fractions. I use all types of maths, but Calculus is major.

I incorporate technology into the classroom on a daily basis. I am obsessed with my Smart Board because it allows us to do many math games from online websites. I also use computers as one of my centers/stations during class time. For this, I will set up a game on the classroom computers, and students will rotate to the computers during our stations to complete the math activities. They are not always games, but sometimes they are learning tools that have the students answering multiple-choice questions. I find that multiple-choice computer activities are wonderful test practice because students can use their test-taking strategies to answer the questions. Technology, in general, can open up a whole new world.

What’s balance? Seriously, I find that learning how to prioritize (along with shaving off a bit of sleep, unfortunately) plus having good time management skills and a sense of what really needs to get accomplished really helps me out. Plus, I dedicate certain periods in my day to certain activities. For instance, my blogging schedule gives me four days throughout the week for about an hour or so per piece.

I currently teach at a high school that is striving to increase its graduation rate. I am assigned a homeroom and I am to monitor students’ grades, referring some students to peer intervention and others to counselors if I see danger signs of dropping out. While time consuming, I find that students who know that I am there for them come to me for help. This program makes homeroom teachers the advocates and it works well.



In assessing students, I make use of different methods. I use formal and informal assessment procedures to promote social, academic, and physical development. The usual
assessment that I use is written quizzes (case studies, discussions) and examinations. Throughout the semester, I also grade and assess students on their class participation
such as recitations, reports, group activities, and seat work. I also assess and grade students based on their completion of assignments and timeliness in submission. I
also use authentic/alternative assessments, in which the student shows they can perform a task, such as making a speech or writing a story. I like to use written, oral, and day-to-day assessments.

For me, the most difficult part of student teaching is the limited contact hours with students within one class period (or day). When I teach, I have so much information that I
would like to impart to my students that time flies by too fast. I always go to my classes full of energy and armed with lessons which I believe will stimulate curiosity and
spark understanding and new insights in my students. There is so much information that I need to present for them to have a comprehensive understanding of a concept. My
challenge is to make sure that I structure my lessons so effectively that learning takes place in one class period (or day). So I plan ahead to maximize every minute of my
class period (or day).

A gifted student in the midst of the regular students can be a challenge in terms of addressing his or her particular needs and capabilities. What I will do is to modify his
work assignments in expectation or length to fit his abilities. His tasks will require a higher level of understanding compared to the regular students. During class discussions, I can direct questions to him or her that require higher-level thinking skills. I also would
encourage the gifted student to take a leadership role in group work so that his classmates can emulate and be inspired by him.