I am an engineer and am a newly certified math teacher. I took the exam in March and got a 293/300 and wrote down as many questions as I could remember after the test. I don't believe that reviewing Regents exams is necessary for success on the exam, except for knowing the definitions of rotation, dilation, translation, isomorphism, etc. Teachers "with it", should EASILY pass this exam. You are given a dinky scientific calculator by the examiners for the test, but that's all you really need; you can't use (or need) your own. I did not find the "sample" questions in the NY STATE booklet anything like the actual test, which was far easier than the NY STATE examples. I worked slowly and carefully and finished about an hour before the test was over, so time should not be a factor either.
I would say rather than studying anything very sepcific: a) know your DEFINITION and concepts of limits , dertivatives, concavity, what an integral is. There were no tricky integrals or differential equations or anything like that; just one max-min probem , some limit concept questions and some concepts of how to graph a polynomial given its form as a factored numerator and denominator. b)know the basics of parabolas and ellipses c) normal curve, and the difference between a permutation and combination d) know when the law of sines is ambiguous e) recall polar to cartesian conversion and vice versa