[Blindmath] Verbalizing Math

[Peter Donahue]

Hello my name is Cindy Garcia, and I'm a college student in san Antonio 
Texas at a community college. Math is a tricky subject for me but I would 
like to give you some tips that I have learned.  One thing to remember is to 
talk using details. It will make your lectures  longer for the other 
students, but you will be able to help all students in your class. You want 
to talk as you write on the board or projector, meet one on one with the 
student outside of class to see what she or he feels what they need for you 
to do. Communication is very very very important when educating a blind 
student or any student with special needs.  talk slowly so your student can 
take good proper notes. Math is complicating to get all down so it will take 
work from the student and you. I hope this is a good start in helping you. 
If you need any help, please contact me my email address is: 
ccgarcia2005 at yahoo.com
My home phone number is: 210-401-5966.

----- Original Message ----- 
From: "Neil Soiffer" <Neils at dessci.com>
To: "Blind Math list for those interested in mathematics" 
<blindmath at nfbnet.org>
Sent: Wednesday, April 22, 2009 12:37 AM
Subject: Re: [Blindmath] Verbalizing Math


There is one basic rule of thumb when verbalizing math to someone who can't
see it vs someone who can:  make what you say unambiguous.  This comes down
to two things:
1.  for any 2-d math notation, say something to indicate when it starts and
when it ends
2.  speak any bracketing character such as a parenthesis

There are lots of refinements on these rules.  For example, MathSpeak is
geared toward someone who is a Nemeth code reader/writer.  If you follow the
MathSpeak rules, they will let the student braille what you say without much
thought... but at the cost of some verbosity and unfamilarity of speech for
the rest of the class.

The "Simple Speech" rules of MathPlayer and some other systems have an
implied rule that if a 2-d notation is spoken without bracketing words, then
the parts of the notation are single characters or numbers.  Eg, the simple
2-d fraction a/b is spoken as "a over b" and the "complicated" 2-d fraction
"a/(b+1)" is spoken as "fraction a over b plus 1 end fraction" -- it is
bracketed because the denominator is not trivial.  The advantage to this
system is that common simple expression are less verbose and more
understandable.

There are lots of variants to rules like these, including the words you use
for bracketing.  And there are lots of complications.  Eg, reading
"1000000000" might vary depending on whether you were teaching kids
scientific notation, how many zeros in a "billion", etc.  But most of the
time, it doesn't matter.  For example, in most cases, it doesn't matter
whether you say "one over two" or "one half"; most kids will understand what
you mean.

The big picture is to work out a system with the student so they are
comfortable with it and so that the teacher is comfortable saying it and
that it is clear about what is being said when it needs to be clear.
Ideally, it should be natural enough that the other students in the class
are comfortable with it.  Although I work on speech alot with MathPlayer,
I'll be the first one to admit that it isn't rocket science.

Neil Soiffer
Senior Scientist
Design Science, Inc.
www.dessci.com
~ Makers of MathType, MathFlow, MathPlayer, MathDaisy, WebEQ, Equation
Editor ~





On Tue, Apr 21, 2009 at 7:03 PM, Missy Garber <mgarbertvi at comcast.net>wrote:

> Can anyone recommend a good web resource to help a general education math
> teacher best verbalize math to a class that contains a student who is
> blind?
>
> I've looked into the Handbook for Spoken Mathematics and MathSpeak but
> wasn't able to find a good workable link to share with the teacher.
>
> Any help with this or other ideas would be appreciated.
>
> Missy
>
>
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