[Blindmath] Question regarding use of normal curve table

Tue Mar 24 12:25:55 UTC 2015

Gentlemen,

 I agree that table's are "old school".  At my school our students use Excel for
everything.  We abandoned table's long ago.  Hopefully, the student could
request to use excel but that would be up to the instructor and their Disability
Support Coordinator.  Jeanne if that is possible, I would be happy to send you
the excel commands for 2010.

Bente

> On March 23, 2015 at 10:09 PM Sean Tikkun via Blindmath <blindmath at nfbnet.org>
> wrote:
>
>
> Jonathan,
>
> Thank you so much for sharing. I agree that actual use of the tables and curve
> is pretty antiquated. Understanding the shape of the distribution and skewness
> is still a useful concept, but the last time I supported a student I
> eliminated the use of all of the ‘visual’ tools. He used wolfram alpha, and
> actually cut and pasted his output. As long as he could explain it, his
> teacher was satisfied that he was meeting the objectives of the course.
>
> Sean Tikkun
>
>
> > On Mar 23, 2015, at 4:36 PM, Godfrey, Jonathan via Blindmath
> > <blindmath at nfbnet.org> wrote:
> >
> > Hello Jeanne,
> >
> > I like Bente's message but feel it missed one important aspect about the
> > normal distribution - the table.
> >
> > I teach to Engineering students that do not have an exam at the end of
> > semester. This means I have been relieved of teaching how to use the
> > old-fashioned printed tables because this is the only situation where they
> > are needed. Aside from an education setting, I wonder if anyone seriously
> > uses the tables anymore. We all have calculators and computers with suitable
> > software to get these answers and it takes longer to pull the book off the
> > shelf than it does to make use of technology.
> >
> > I think it makes sense for your student to request an accommodation to allow
> > them to use a 21st century computer and forget the 20th century printed
> > tables. The knowledge about the shape of the distribution and its empirical
> > rules are still very relevant, but the actual work involved in standardising
> > and looking up tables is less important in my opinion.
> >
> > I also can't help wonder why any student persists using low-vision
> > technology when they can see only one word on a screen at a time. I did this
> > for mathematical courses for so many years after I gave up using it for
> > literary work. This was mostly because the technology that we now have
> > wasn't' available at the time. If a blind student enrolled in the papers
> > I've just finished teaching, they would be about as close to being on par as
> > I think it is possible to be today. Why? Because the access to the resources
> > is 100%. Anything less is not acceptable to the lecturer (me).
> >
> > Cheers,
> > Jonathan
> >
> >
> >
> >
> >
> >
> >
> > -----Original Message-----
> > From: Blindmath [mailto:blindmath-bounces at nfbnet.org
> > <mailto:blindmath-bounces at nfbnet.org>] On Behalf Of Bente J. Casile via
> > Blindmath
> > Sent: Tuesday, 24 March 2015 1:48 a.m.
> > To: Osborne, Jeanne; Blind Math list for those interested in mathematics
> > Subject: Re: [Blindmath] Question regarding use of normal curve table
> >
> > Jeanne,
> >
> > I have tutored several blind students in our Statistics class at my school.
> > I would make your student a diagram of the curve with the normal standard
> > deviation markings. For my blind students I used felt on braille paper and
> > did the lines in puff paint to mark -3 through 3 standard deviations. Your
> > student needs to understand that the normal curve is basically sitting on a
> > number line. In the cases where we know the mean and standard deviation,
> > that will drive the numbers that are placed in the appropriate positions and
> > where we don't know those values, we will have the mean at zero and number
> > -3 through 3 to mark standard deviation points. It is also important for
> > them to make the connection that when we use the table, we use the z-score
> > (which is basically telling us our distance from the mean on that number
> > line) and the value that we get from the table is the area under the curve
> > to the left of that z score. The total area under the curve equals one and
> > that is w hy we
> > subtract from one when we want to find the area to the right. I know I am
> > not telling you anything about the curve that you don't already know, but I
> > encounter students all the time who fail to make those connections and just
> > see it as a bunch of numbers that make no sense. I hope this helps. Feel
> > free to contact me off list if I can be of further assistance to you or your
> > student.
> >
> >
> > Bente J. Casile
> > Math Learning Specialist
> > Disability Support Services
> > Wake Technical Community College
> > Raleigh NC
> > bjcasile at waketech.edu
> > Mon - Thurs. North Campus Rm 307 Bldg A
> >
> > "The real problem of blindness is not the loss of eyesight. The real problem
> > is the misunderstanding and lack of education that exists. If a blind person
> > has the proper training and opportunity, blindness can be reduced to a mere
> > physical nuisance."
> > -- Kenneth Jernigan
> >
> >
> >
> >
> > -----Original Message-----
> > From: Blindmath [mailto:blindmath-bounces at nfbnet.org] On Behalf Of Osborne,
> > Jeanne via Blindmath
> > Sent: Monday, March 23, 2015 7:35 AM
> > To: blindmath at nfbnet.org
> > Subject: [Blindmath] Question regarding use of normal curve table
> >
> > Hi all,
> >
> > I am teaching Statistics I at a community college in NJ. I currently have a
> > student with low vison - she uses a magnifier but it only shows one word at
> > a time. For tests and quizzes, a proctor will administer them, reading many
> > questions. For questions that involve numbers and/or drawings, the proctor
> > will draw them with a black marker on a larger sheet of paper.
> >
> > In a few weeks, the class will be learning about the normal curve and will
> > be using the normal curve table.
> >
> > Any suggestions as to how to help this student would be greatly appreciated.
> >
> > Jeanne
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