betty.marshall
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For those of you who may be wondering, the attachment that had been posted was taken from pg 8 of The Nemeth Braille Code for Mathematics and Science Notation, 1972 Revision (Rule II—§8c). In the same code book on pg 159, there is additional information regarding the use of the multipurpose indicator with a decimal. (Rule XXIII—§177c.) It says that the multipurpose indicator must be used after the decimal point symbol to indicate that the symbol which follows it is not numeric unless that symbol is the comma or the punctuation indicator. It goes on to show several examples. (Further examples can be found on page 203 of the lesson book Introduction to Braille Mathematics.
I think that a careful read through the section of the code book mentioned above, along with a review of the examples provided will answer your other questions.
Even though the answer to be filled into the blank (double dash) is going to be a number, the double dash itself, when it follows a decimal, should not to be considered numeric.
I trust this information is what you were looking for.Betty
Since you have been waiting for an answer, I thought that I would suggest a solution that I have seen used. These are usually used in the classroom in conjunction with manipulatives. The 3-D look of the flats, rods, and ones should be changed to a face on view. However, as you have found, that presents a problem for the cube. These already take several pages to show, so I suggest using a cube shape for the thousands block. Show the smaller squares only in the front of the block. You could add a TN if you thought it necessary (depending on how they have been introduced, they may have described each shape in the textbook along with the diagram) saying that the 3-dimentional object represents the thousands cube. I'll also attach an example of what I mean. The Guidelines and Standards for Tactile Graphics does give preferred sizes for blocks of ten, sometimes called hundreds blocks). Top, side, and front views of these are really not necessary, and would just be confusing since they would look the same as the hundreds flats. Hope this helps!
Betty
TG Committee MemberDoes anyone know how to braille the algebra tiles like the worksheet I attached in my last post? Thank you very much!!!
Is there any way the attachments discussed below can be resent? It helps to answer a question I have. Thanks, either way.
SusanIf you don't use the baseline indicator to bring the expression back to the baseline, your braille would indicate that the underlining is at the superscript level. Your modification doesn't end with that dot 5 -- it ends only with the termination indicator.
Of course it would depend on how the rest of the book was transcribed, but I would be inclined to transcribe Solution as a cell-5 heading, followed by a paragraph in 3/1.
Betty
Yes, you need to use the letter indicator with the abbreviation N and it is punctuated as in literary braille.
Betty
In literary braille, the abbreviation does not have to stay on the same line as the number assoicated with it. However, in Nemeth, the abbreviation cannot be separated from the number -- both must remain on the same line. See pg 206 of the Nemeth Braille Code for Math and Science Notation, §195.c. "An abbreviation must not be placed on a different braille line from its preceding or following numeral or letter." I believe that if the [u]word[/u] four is used (rather than the [u]number[/u] 4), this rule no longer applies, since it is a word, rather than a letter, to which the abbreviation is associated.
(I assume that you meant a line break, but if it cannot be broken between lines, it cannot be broken between pages.)Betty
Would you be able to attach a scan of the page with the example to which you are referring? Are the arrows you describe being used as modifiers? If so, refer to Rule IV (pg 98 of the Nemeth Braille Code) where there are several examples.
BettyThis information is covered in the Guidelines and Standards for Tactile Graphics which is available for download from the BANA website. Near the beginning of Unit 6 Mathematical and Scientific Diagrams there is a chart which indicates when to use the numeric indicator. You omit them for Cartesian Graphs, but include them for Line Graphs. If you consider this to be a Cartesian graph, then you would omit the numeric indicator.
BettyThank you, Betty,
I appreciate your time. Beginning my Nemeth class tomorrow! Hopefully, it will cover all sorts of similar situations! Thanks again! MaureenThank you, Betty. I have two more questions related to these graphs that I am hoping you can help with. Would you use a number sign with the numbers on the x- and y-coordinates, and can you give me a quick guideline to help me know why or why not. Thank you so much.
SusanI'm not sure that I understand your question ... Can you please attach a copy of the print page?
Betty
Q#1 – [Page 265 of the Lesson book: Exercise 14: Item 27.] The linked expression is broken across the braille pages. [color=#0000ff]I have checked both the print, and the braille copies of An Introduction to Braille Mathematics, and neither show the linked expression you are referring to as split across pages.[/color] This is curious because the rules state that you cannot break an expression across braille pages unless absolutely necessary. Are the anchor and links a entire combined expression that needs to be started on the next braille page? Or are the anchors and links each a separate expression, therefore; the links (with unbroken runovers) can continue on the next page? [color=#0000ff]The anchor and links must be kept together on the same page.[/color]
Q#2 – Are a group of regular displayed expressions like the one below considered to be all one expression that must not be broken across braille pages or can you separate them (not breaking any runovers of each)? [color=#0000ff]I would consider each of these as a separate expression and allow any of them to start on a new braille page. They are merely showing substitution.[/color]
17-C The question asks for the area of the triangle. Since the base is given in terms of the height and the height is given in terms of the base, the height (h) and the base (b) can be found with two equations. The two equations are b = h - 4.5 and h = 2b + 1. If you substitute what h is equal to in the second equation into the first equation, you can find b.
b = (2b + 1) – 4.5
b = 2b - 3.5
b = 3.5
Now substitute 3.5 in for b in the second equation to find h.
h = 2(3.5) + 1
h = 7 + 1
h = 8
The area of a triangle equals bh.
(3.5)(8) = 14.Q#3 – How do you identify a Unified System of Equations if it is not referred to in print and has no grouping symbols? [color=#0000ff]I, too, used to mistake expressions that were simply showing substitution as being a system of equation. It was explained to me that they would be referred to in print as a system, or they would be shown with the grouping symbols.[/color]
Q#4 – [Page 124 of the Lesson Book] Can you please explain the 5-3 format used at the last two lines of print: “Use the principles in…”. I cannot find any rule to support this. [color=#0000ff]The main division (1) is formatted in 1/5. The subdivisions (a), (b) are formatted in 3/5. The next 2 lines starting with “Use the principles …” are in 7/5 as a new paragraph to the subdivision. My copy does not show it formatted in 5/3. Also please refer to the Errata for 124 as shown below:[/color]
[quote=][color=#0000ff]p. 123, §89d: Replace the text paragraph with the following:
d. When a displayed expression occurs within itemized text and the item containing it is a main division with subdivisions, the displayed expression, regardless of whether it applies to the main division or a subdivision, must begin in cell 7, and its runovers must begin in cell 9.[/color][/quote]Q#5 – [Page 17 of the Divide and Conquer workbook, Example 14] This linked expression has a curiosity in the third link that is margined 5-7 but the text “(by Theorem 7.4.2)” starts in cell-9 on the next runover line. What rule supports this formatting? [color=#0000ff]I’m sorry, I will have to check into this further, as I do not have a copy of this workshop material.[/color]
Thank you for the reply. We understand the Braille Code section about miscellaneous symbols. We were surprised by the boldness of the dot in our textbook and were not sure whether it should be treated differently. Perhaps the publisher was simply trying to empahsize the dot.
Does the boldness of the dot make any difference?
edited by Georgia Braille on 8/18/2011
