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7/14/2011 2:58:57 PM
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Question concerning Opening Type-form Indicator
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Although the Nemeth Code does not specifically say that the type-form indicators cannot stand alone on a line, note that example (4) on page 40 (Sec.33.a) illustrates this practice since the opening boldface indicator begins on a new line even though there is space for it on the preceding line. In my experience, we have always moved at least one word to the next line so that the closing type-form indicator is not on a line by itself. I've checked with the rest of the committee, and they are in agreement with this practise.
Betty
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7/17/2011 6:51:08 PM
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English letter indicator
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Here they are variables, because they can be replaced by any number.
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7/27/2011 1:16:52 PM
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Chemical notation for Gypsum
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Please refer to page 71 of Braille Code for Chemical Notation 1997, Section 4.5.1 Miscellaneous Symbols. The chemical period is explained, followed by its use in Example 4.5.1-1.
Betty
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7/27/2011 1:20:36 PM
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Line Plots
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It is also important to note that a transcriber's note should be inserted explaining the change from the print X'x to the use of the full cell in braille.
If you haven't had a chance to check it out yet, the on-line version of Guidelines and Standards for Tactile Graphics has been posted on the BANA website. In the math section, Unit 6, line plots are discussed and an example is also included.
Betty
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7/27/2011 1:39:08 PM
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directional arrowheads on graphing calculator keys
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Suggestions have been made as follows:
It is important to note that these have not been approved as standard symbols by BANA, but according to Nemeth code, symbols may be devised by the transcriber to indicate signs of shape (provided that they are not already used by the code to mean something else).
Betty
edited by betty.marshall on 7/27/2011
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7/27/2011 5:56:23 PM
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Line Plots
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Because a line plot is built on a number line, you need to follow the rules for number lines discussed earlier in the document. In Unit 6, 6.5.1.12 For kindergarten through grade 3, it says:
"The number line must be shown as a tactile graphic. The axis line, coordinate marker, and line segments should be raised tactile lines; only the labels should be brailled."
So yes, as Crepe Myretle also indicated, it must be drawn for grades K-3. That is, the number line will have to be done as tactile lines rather than braille cells.
Hope this clarifies things for you ...
Betty
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7/27/2011 6:00:08 PM
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Nemeth Transcriber's Notes page
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I've checked into this and the wording should be as follows:
"... according to the rules of The Nemeth Code for Mathematics and Science Notation, 1972 Revision, 2007-2011 Updates."
You do not include the word BANA in the description.
Betty
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7/27/2011 8:49:16 PM
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Cancellation shown in early grades k-3
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Since this is for Kindergarten, where transcriber’s notes are discouraged, I would keep this as simple as possible. Replace the picture with a simple shape as per the Guidelines and Standards for Tactile Graphics.
“Picture objects (puppies, bunnies, flowers, etc.) should be represented by solid simple tactile shapes (circles, squares, etc.) and not braille shape indicators. … shapes must be grouped as they are grouped in print…”
The guidelines also say that you should not use braille symbols for pictures in K-3. It is impractical to use words, since they may not be at that reading level. Use a heavy string (or thick solid line) for the "X" shown in print. Leave it to the teacher to offer any additional explanation, just as she would have to explain to the sighted students.
Betty
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7/28/2011 12:05:01 AM
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Cancellation shown in early grades k-3
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Yes. Replace picture with a simple shape, such as a circle, and place the string on top of the circle with the end's extending beyond the circle. An example is attached.
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9/6/2011 3:41:48 PM
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Question on Coordinate System
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I believe that these are an "O" for origin. If you look specifically at question 33, there is definitely a difference in the shape of the O (at the origin) and the 0 (zero) in the number 320 above it on the y-axis. The zero is always more oval in shape, while the origin is round.
Betty
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9/6/2011 5:04:07 PM
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EXPRESSION DIVISION
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Q#1 – [Page 265 of the Lesson book: Exercise 14: Item 27.] The linked expression is broken across the braille pages. I have checked both the print, and the braille copies of An Introduction to Braille Mathematics, and neither show the linked expression you are referring to as split across pages. This is curious because the rules state that you cannot break an expression across braille pages unless absolutely necessary. Are the anchor and links a entire combined expression that needs to be started on the next braille page? Or are the anchors and links each a separate expression, therefore; the links (with unbroken runovers) can continue on the next page? The anchor and links must be kept together on the same page.
Q#2 – Are a group of regular displayed expressions like the one below considered to be all one expression that must not be broken across braille pages or can you separate them (not breaking any runovers of each)? I would consider each of these as a separate expression and allow any of them to start on a new braille page. They are merely showing substitution.
17-C The question asks for the area of the triangle. Since the base is given in terms of the height and the height is given in terms of the base, the height (h) and the base (b) can be found with two equations. The two equations are b = h - 4.5 and h = 2b + 1. If you substitute what h is equal to in the second equation into the first equation, you can find b.
b = (2b + 1) – 4.5
b = 2b - 3.5
b = 3.5
Now substitute 3.5 in for b in the second equation to find h.
h = 2(3.5) + 1
h = 7 + 1
h = 8
The area of a triangle equals bh.
(3.5)(8) = 14.
Q#3 – How do you identify a Unified System of Equations if it is not referred to in print and has no grouping symbols? I, too, used to mistake expressions that were simply showing substitution as being a system of equation. It was explained to me that they would be referred to in print as a system, or they would be shown with the grouping symbols.
Q#4 – [Page 124 of the Lesson Book] Can you please explain the 5-3 format used at the last two lines of print: “Use the principles in…”. I cannot find any rule to support this. The main division (1) is formatted in 1/5. The subdivisions (a), (b) are formatted in 3/5. The next 2 lines starting with “Use the principles …” are in 7/5 as a new paragraph to the subdivision. My copy does not show it formatted in 5/3. Also please refer to the Errata for 124 as shown below:
p. 123, §89d: Replace the text paragraph with the following:
d. When a displayed expression occurs within itemized text and the item containing it is a main division with subdivisions, the displayed expression, regardless of whether it applies to the main division or a subdivision, must begin in cell 7, and its runovers must begin in cell 9.
Q#5 – [Page 17 of the Divide and Conquer workbook, Example 14] This linked expression has a curiosity in the third link that is margined 5-7 but the text “(by Theorem 7.4.2)” starts in cell-9 on the next runover line. What rule supports this formatting? I’m sorry, I will have to check into this further, as I do not have a copy of this workshop material.
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9/6/2011 5:11:29 PM
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Question concerning cancellation with multiplicati
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I'm not sure that I understand your question ... Can you please attach a copy of the print page?
Betty
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9/6/2011 5:25:02 PM
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Venn Diagrams in a non-Math Grade 3 workbook
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Welcome to the Forum Maureen! I apologize for not getting to this sooner. Writing from the point-of-view of someone who has done extensive work with tactile diagrams, I would suggest that even at the age of 8 years, it is good to expose young readers to tactile graphics. Something like a Venn diagram is usually fairly simple, however if it contains a large amount of text, you may have to use an alphabetic key, or possibly a simplified tactile graphic along with a transcriber's note explaining how the information is shown in braille.
Hope this helps. If you require further assistance, I suggest that you could post an attachment of the print page with a question under the Tactile Graphics section of the Forum.
Betty
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9/6/2011 5:27:56 PM
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Correct way to underline a polynomial
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It would help me to answer your question if I knew (from context) what the purpose is for the underlining. Would you be able to attach the complete page or question, rather than just the expression?
Thank you.
Betty
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9/8/2011 2:41:14 PM
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Question on Coordinate System
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This information is covered in the Guidelines and Standards for Tactile Graphics which is available for download from the BANA website. Near the beginning of Unit 6 Mathematical and Scientific Diagrams there is a chart which indicates when to use the numeric indicator. You omit them for Cartesian Graphs, but include them for Line Graphs. If you consider this to be a Cartesian graph, then you would omit the numeric indicator.
Betty
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9/8/2011 2:51:37 PM
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Vectors
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Would you be able to attach a scan of the page with the example to which you are referring? Are the arrows you describe being used as modifiers? If so, refer to Rule IV (pg 98 of the Nemeth Braille Code) where there are several examples.
Betty
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9/13/2011 5:00:51 PM
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Units
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In literary braille, the abbreviation does not have to stay on the same line as the number assoicated with it. However, in Nemeth, the abbreviation cannot be separated from the number -- both must remain on the same line. See pg 206 of the Nemeth Braille Code for Math and Science Notation, §195.c. "An abbreviation must not be placed on a different braille line from its preceding or following numeral or letter." I believe that if the word four is used (rather than the number 4), this rule no longer applies, since it is a word, rather than a letter, to which the abbreviation is associated.
(I assume that you meant a line break, but if it cannot be broken between lines, it cannot be broken between pages.)
Betty
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9/15/2011 5:02:51 PM
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Nemeth ELI use
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Yes, you need to use the letter indicator with the abbreviation N and it is punctuated as in literary braille.
Betty
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9/19/2011 3:51:36 PM
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Paragraph or Cell-5 Heading?
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Of course it would depend on how the rest of the book was transcribed, but I would be inclined to transcribe Solution as a cell-5 heading, followed by a paragraph in 3/1.
Betty
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11/1/2011 4:25:10 PM
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Algebra Tiles
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I usually do algebra tiles as a tactile graphic. When they are coloured, I use a key to describe the colours and textures. These are usually differentiated in print as positive and negative tiles by their colour. The students get used to the format and understand the meaning. When necessary, I may insert a key as a reminder if there haven’t been any tiles used for several chapters. I would not use a key every time they occur. If there is only 1 colour in a set of examples, that could be explained in a TN rather than a key.
Since your worksheet doesn't seem to explain the significance of the black & white tiles, I think I would use just an outline for the "white" tiles, and use a textured fill for the black tiles. Make them proportionate in size as they are in print.
I will also attach a document that we have used to explain to transcriber's how to show algebra tiles. Since they should be shown as a tactile graphic, you could also ask for assistance under that area of the forum.
Hope this helps!
Betty
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