This morning, bright and early at 7:30, I took the Praxis II Mathematics Content exam, accepted for secondary math certification in many states, including Colorado. I took it at East High School, a grand old school (built in the 20's) full of marble and hardwood, high-ceilinged, yet still with that sort of dingy quality of any urban high school. It sits just past the entrance to City Park - it is the city-hall-type building you see here:
The two pillars in the foreground are across the street from the high school. Grand, no?
While other Praxis takers (and some kids waiting to take the ACT) waited in the lobby for things to begin, I wandered the halls a bit. The classrooms all have enormously high ceilings and are more spacious than our classrooms at Metro, but also dirtier and more disheveled. (The dishevelment isn't surprising; a high school teacher's classroom is also their office.)
The test took two hours, and leaving early was forbidden. (You could go to the bathroom or whatever, but otherwise had to stay the entire two hours.) The test I took was 50 questions long (some of the other people had 120-question exams, in other subjects) and basically covered material from algebra, Calc I (possibly II), linear algebra, high school geometry, and prob/stats, with a slight sprinkling of other topics.
Like most tests by ETS, some of the questions can be solved either by brute force or in some simpler way. I probably brute forced most of them.
Although the topics I listed are broad, the questions about them were not deep. They were basically questions that you could answer if you remember the basic ideas about calculus, linear algebra, and so on. For instance, I did not have to actually differentiate or integrate anything, but I did have to do things like recognize when a graph showed the first derivative of another graph, or understand the nature of of integration as "area under the curve."
I got through the 50 questions and was able to review about 13 of them before the time was up. I did find some errors in my review, which is (a) good, because I fixed them, but also (b) bad, because it means there were probably errors throughout.
At any rate, I almost certainly passed, and nobody cares about the specifics of your scores in this area. My certainty about passing isn't based just on the fact that in general the test was extremely doable, but also on the idea that, if they wanted a better performance than I gave, there would be extremely few new high school math teachers.
So that's that.