braillebud
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We made the change separately from our discussion about the use of Formats in Nemeth transcription. It had been requested by many (including me) and was posted as stated on BANA's website.
All the updates can be found at http://www.brailleauthority.org/mathscience/math-science.html
The one you are looking for in particular is at http://www.brailleauthority.org/nemethupdates2011/rule25/index.html
You probably don't have the supplement to Guildeline and Standards for Tactile Graphics, which shows an example of the mat plan. The Winter 2010 edition of the Bulletin also has an article written about these block structures. The skewed angles are very difficult for a blind reader to follow. It's difficult to know whether you are following inside a shape or outside when there are so many lines. Questions #4, 6, and 8 on the lower half of your attachment should really be done using the mat plan. The others could possibly be shown as a "face-on" view, since there are not additional layers behind, but you would need to explain that you are showing a face-on view (i.e. just square blocks, no skewed angles). Question #9 instructs the reader to "make a figure", so they must be working with manipulatives. It is very straightforward for the reader to follow a mat plan and replicate the drawing. I'll attach an example, in case you haven't seen one.
Hope this helps!
Betty
edited by betty.marshall on 9/4/2013I don't know if that is a requirement. I confess that I don't usually mention them when I leave them out. I welcome reprimand.
I did confer on this one. Usually, bullets are ignored in contents and regarded only as separators and/or decorative. See Section 2.10.13 and Sample 2-17. Just bring Timed Writing to the next subentry level as shown in that sample and ignore the bullet. You can leave the page number 77 and guide dots at the main entry with Comparing Informational Texts. In this way, it's clear that Timed Writing is part of that item--all on the same page.
--Joanna
Yes, it does help. I was sure you were going to tell me it had to be either one way or the other. My project is for an older student who is a newer braille reader so being able to italicize those particular page numbers individually will be the better choice in this case. Thank you.
Awesome. Thanks Joanna. I agree that this technique should probably be used sparingly, but I can see the value of it in certain situations.
This does help. I see now that the arrow in the example I attached represents a "process" and is not being used as a pointing device. It's like the mathematical version of the word progressions shown in Braille Formats. Thanks Dorothy!
I actually have that publication but it's from 1987 so I assumed it was out-of-date. I will try to contact someone at BANA to see if I can find anything else out. Thanks.
