kdejute
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Susan,
What a fun question about Duxbury. 🤓
I did notice something intriguing as I experimented with the first equation in your example under the heading "Recursive formula". If I added something that requires grade 1 mode close to the beginning of the symbols-sequence after the equals sign, then DBT will give us a grade 1 passage for the whole equation that you've enclosed in "ts" "te" codes (which give rise to the "math" character style). So, it looks like Duxbury's reasoning for using a grade 1 passage has something to do with how early on in the symbols-sequences grade 1 mode is called for.
So, I tricked DBT into thinking about that symbols-sequence after the equals as more than one symbols-sequence. (At least that's what I think I did.) I added a harmless code (xcs) after the r in the symbols-sequence "r, paren, a-sub-n-minus-one, paren"
Does that make sense?
I'm not sure that is a complete fix. Let's all keep tinkering with this.
–Kyle
Susan,
You are quite right that any fraction with a sign of omission *does not* qualify as a simple numeric fraction (GTM 6.1, also the Bulletin article "Fractions: What are their symbols and rules?," in the 2020 Fall edition).
Really, the only correct way to transcribe the fractions you've highlighted is using the UEB general fraction indicators and line (GTM 6.4). ( ) and ./
Maaaybe, for this specific student only, you could use the general fraction line and not the general fraction indicators?? This would be a one-student-only accommodation.
–Kyle
Julie,
The most official "certification" that we know of is the letter of proficiency that comes from successfully completing the final test of CNIB course 1.3. More information about this is in the APH webinar "Navigation of Braille Certification".
Another "certification" is the certificates that you can purchase after completing each of the three math programs offered by UEB Online.
–Kyle
Answer, part 1: A list of resources for studying UEB, with a focus on math & science
UEB Math/Science (or "Technical Material in UEB") Resources 👩‍🏫
The APH webinar UEB Math Science: Frozen Juice Concentrate explains some principles that expand through all UEB Math/Science materials, and it is packed full of resources for reference and study. This webinar's handout is hosted on the Access Academy Handouts page.
Bel​ow ar​​e links to a variety of free resources for learning to use UEB to transcribe technical materials.
- ​Guidelines for Technic​al Material (2008 version updated August, 2014)​​, available in PDF​ and BRF​ from ICEB's UEB page​
- UEB Mathematics Program​ from UEBO​nline​
- Braille Course 1.3 U​EB Technical​, from CN​IB​ (available in P​​DF​ and BRF). This is described in detail as part of the APH webinar Navigation of Braille Certification.
- UEB Math Tutorial​ online, from APH
- The Hitchhiker's Guide to UEB Maths​, from BANZAT
- Unified English Braille for Math (For Sighted Learners), posted by the Philippine National School for the Blind
- Provisional Guidance for Transcribing Mathematics in UEB, from BANA
- UEB Training Modules, from Colorado DOE​
The National Braille Association has webinars about UEB Math/Science both in their webinars archive and on their Web-Based Learning Page.
The Primary Maths Cheat Sheet, from UEBOnline is one list of some UEB symbols used in technical materials.
The UKAAF created the document "Generating mathematical symbols using Math AutoCorrect or Unicode​," which provides detailed instruction on inserting symbols in a document, especially in MS Word.​​ The document is available in multiple formats from UKAAF's website, in the section on Braille Standards.
Kim,
Thank you for the question. Full disclosure, this is probably more of a Braille Formats question than a UEB Math/Science question.
Nonetheless, I'll go ahead and say that I like your proposed solution. Instead of repeating the same tn at the beginning of every blank-riddled table, a tn on the Transcriber's Notes Page saying something like, "In all tables, a series of guide dots across the width of a column indicates that an answer is to be inserted."
Before you implement that solution, we must ask: Are there any tables with a blank that's not meant to be filled with answers?
–Kyle
Thank you for the question, Susan!
It seems that the sole purpose of the arrows in your examples is to guide the reader to a related piece of information on the page. In that case, we should simply indicate the relationship between items by putting them close together or, possibly, by explaining the relationship in a transcriber's note.
For example, each of the numbers (e.g., 500) in the series of totals below the separation line in your second example could have its related addition expression transcribed on the same braille line after a space (see attached picture).
Similarly, the relationship between the two presentations of 476 + 148 (one with place values written out) could be transcribed one after the other and the relationship would be clear. If you feel it is necessary, a transcriber's note could be used (e.g., "The problem is modeled first with only numbers and then with numbers and words.").
Keep on brailling on!
–KyleJeremy,
I hear you.
I believe that a studious group in Canada is working on a UEB version of something like BANA's Graphing Calculator Guidelines.
Right now, we do not have any official guidance on how to transcribe graphing calculator screens in UEB.
–Kyle
I would love to see the print from this question!
–Kyle DeJute (Chair of NBA's UEB Technical Material Committee)
Melissa,
Thank you for the question and for sharing some images of your print.
We (the NBA UEB Technical Material Committee) recommend creating a key for the quote bubbles so that their full text is given before the problems and the little key symbols for each quote bubble are placed where appropriate in relation to the spatial problems. This cuts down on the amount of text crowded into the spatial problems, which are challenging to navigate even without commentary.
Similarly, for the blue text, *if* you have to keep the blue, then we would explain its use in a transcriber's note before the problems. Spatial math is difficult enough, and adding a three cell symbol (the transcriber-defined typeform) to the math will make it much more difficult.
The wording for a transcriber's note about blue text might say something like, "In the following problem, blue text is used to highlight 73 in 573, the second 2 and the 8 in 228, and 800. This highlighting is not reproduced in braille."
Braille on!
–Kyle and the UEB Tech Team at NBAWe have confirmation from the 2022 Guidelines and Standards for Tactile Graphics!
(Though not yet published, the text of the 2022 GSTG has been approved by the BANA Board and is now being carefully prepared for general distribution.)
Regardless of the text's grade level, the numeric indicator is not used before a number that occurs below the number line. The numeric indicator is, however, used “within” a number that occurs below the number line.
So the UEB Math/Science transcription recommended by the Guidelines and Standards for Tactile Graphics for a digital time label below the number line would be c3#ae (3:15)
The numeric indicator is used within that number because of Rules of UEB 6.3.1.
Please let us know if you have any follow-up questions or concerns!
–Kyle
Thank you for the question, Melissa.
We know that 6.5.1.1 in the Guidelines and Standards for Tactile Graphic Guidelines tells us, "A numeric indicator is not used before a number if it occurs below the number line, whether the number is whole, fractional, decimal, or negative. ..."
Please let me check with some colleagues before I tell you for sure how to transcribe digital time labels below a number line.
–Kyle
Thank you for the question, Melissa!
First thing's first, I do not know of any rule or guideline that addresses this particular situation.
It seems to me that the best way to preserve print's up-and-down comparison between numbers is to present the numbers with tactile lines used for the boxes and arrows, with one line texture for blue and a second line texture for red.
If you absolutely cannot do that, then you might design formatting inspired by Braille Formats §13.9.3, which tells us to transcribe a poem that contains stress, scansion, or meter marks twice and to use a transcriber's note like the following.
The numbers are first shown without any place values highlighted, and then they are repeated with the appropriate symbols. Blue typeform marks the numbers that are the same, and red typeform marks the first numbers that are different. Symbols used:
.=@#1 Blue typeform word indicator
.=@#' Blue typeform terminator
.=^#2 Red typeform symbol indicator
Does that help?
–Kyle
This is still wonderfully relevant. However, we now believe the vertical juxtaposition indicator (GTM 14.3.3) should be used in transcribing "question mark over equals sign."
APH's UEB Math Tutorial describes this method for transcribing a "question mark appears directly above the equal sign in print" in its Lesson 6.7.
So, what I would recommend for ≟ is ;;8]"7
The vertical juxtaposition indicator (instead of the directly above indicator) more accurately communicates the intent of the symbol ≟, because it lets the question mark and the equals sign have separate meanings instead of making the equals sign's meaning be "modified" by the question mark.
–Kyle
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