Towards a Universal Mathematical Braille Notation

Autor/inn/en	van Leendert, Annemiek; Doorman, Michiel; Drijvers, Paul; Pel, Johan; van der Steen, Johannes
Titel	Towards a Universal Mathematical Braille Notation
Quelle	In: Journal of Visual Impairment & Blindness, 116 (2022) 2, S.141-153 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van der Steen, Johannes)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0145-482X
DOI	10.1177/0145482X221089978
Schlagwörter	Mathematics Instruction; Braille; Mathematical Concepts; Reading Comprehension; Mathematics Teachers; Visual Impairments; Foreign Countries; Estonia; Latvia; Lithuania; Poland; Mexico; Czech Republic; United States; Slovenia; Netherlands; France; Sweden; Ireland; New Zealand; Belgium; Germany + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Leseverstehen; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Visual handicap; Sehbehinderung; Ausland; Estland; Lettland; Litauen; Polen; Mexiko; Tschechische Republik; USA; Slowenien; Niederlande; Frankreich; Schweden; Irland; Neuseeland; Belgien; Deutschland
Abstract	Introduction: Across the world, mathematical expressions are represented very differently in braille. The aim of this study was (1) to gain an overall insight in mathematical braille notations and (2) to investigate how mathematical braille notations support braille readers in reading and comprehending mathematical expressions. Method: Twenty teachers from sixteen countries (thirteen European Union, EU, and three non-EU) were asked to transform 21 mathematical expressions and equations into the mathematical braille notation currently used by their braille readers. Three mathematical expressions were selected, and the transformed expressions in the different braille notations were qualitatively compared at braille and mathematical structure level. Results: The results illustrated that most mathematical braille notations use mathematical structures that either support braille readers in getting an overview of an expression--for example, by announcing the start and end of a fraction--or facilitate communication between braille readers and people who can see. Discussion: The method of comparing transformed expressions at structure level can be extended to other types of mathematical expressions and other mathematical braille notations. Agreement on the structure of different mathematical expressions can be a first step towards a universal mathematical braille notation. Implications for Practitioners: Mathematics teachers should be aware of and use the strengths of the mathematical braille notation and try to compensate for weaknesses of the notation in the support of braille readers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01