Spatial math-multiplication

[Anne Lattanzi]

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[kdejute]

Thank you for the questions! I'll start answering these now; though, it will likely take some time and discussion to address them all.

You asked first, "Does BANA ever recommend including the math text without annotations before introducing the annotated text?"

The example you shared implies that what you mean by "annotations" is things like carried numbers, omissions, etc.

I cannot point to any place where BANA or ICEB addresses the possibility of brailling a math expression twice (once without certain aspects and then a second time with all printed aspects included). So, we do not have official guidance right now.

Personally, I would NOT recommend transcribing the math without its full work/calculation. If you wanted to clarify for the reader what is the core expression, you might include a short transcriber's note to say so. (e.g., The worked example shown below is 42×36.)

–Kyle

P.S. I am still working on your other questions.

[kdejute]

(cont.)

Even though Braille Formats 2016 §10.8.4 says, "Format exercise examples in the same manner as the following questions/answers. ..." we think that transcribing the spatial example problem more than once would be more confusing than helpful. Again, we are convinced that even though the example problem includes all of its carrying and borrowing and so will look different than the exercise problems that follow it, the example problem should be transcribed one time.

We are working on a suggested transcription for the print you shared.

–Kyle

[kdejute]

We really are still working on this.

[kdejute]

We have been discussing this as a committee, and we have come to some consensus.

First, Let's be careful to focus on transcription and not instruction/teaching.
If we look at this as a transcription issue, then the conventional wisdom is "follow print."
To answer the specific questions:

1) BANA does not necessarily recommend transcribing the equation without the "shown work" before transcribing the fully worked-out problem. With that being said, we as a committee do not see a problem including the equation first in this situation. We should certainly use a transcriber's note if we present the problem twice; perhaps, "The example problem is shown twice: first without any calculation text and a second time with the calculation text included."
The suggested transcription that is attached here does give the example problem twice with a tn explaining that the problem is shown twice. The suggested transcription uses one continuous numeric passage for all of the example problem and also the rest of the exercise set. The alignment of the suggested transcription attempts to follow the mathematical logic of the problem's layout without rearranging or breaking down the print layout.

2 & 3) These questions seem to be focused on teaching a braille reader how to show their work, and that is not really the role of a transcriber. We must trust the teacher (or aid or paraprofessional or someone else directly in the instructional environment) to tailor instruction on how to show work to the specific braille user.

Are there aspects of your question that we did not address? How else can we help?

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