[kdejute]

Attached (as an image and in a .brf) is a possible transcription of the content from item 13 in your example. What do you think?

–Kyle

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[kdejute]

I think you'll get the best complete answers to your questions from NBA's Tactile Graphics Committee.

For what it's worth, if I were considering your questions for myself, I would take into consideration the following.

1. I know of no Tactile Graphic Guideline that says a graphic must be formatted according to Braille Formats 2016 or must be formatted beginning in cell 1. For all aspects of a transcription, I try to follow #3 of BANA's Provisional Guidance for Transcribing Mathematics in UEB, which includes the following:

  Follow Braille Formats: Principles of Print-to-Braille Transcription, 2016 for the format of displayed literary text except for paragraph format, which is never blocked. For displayed mathematical expressions, use blank lines preceding and following; and indent 2 cells from the runover position of the material to which they apply.
Use of the full braille line for a displayed technical expression (with runovers in cell 3), is appropriate for higher math where expressions are lengthy and more complicated. The spaces used to indent beyond the runover in effect can make the difference between dividing or keeping a mathematical unit together.

2. A numeric passage seems to make a lot of sense for a number line. My team and I often use a numeric passage for number lines.

3. I know of no rule that specifies a number of horizontal line indicators between ticks and/or arrows in a number line. Tactile Graphic Guidelines6.5.1 does tell us, "Number lines are used to teach relationships between numbers; therefore, it is essential that the proportional spacing between units be preserved."

4. Conceivably, a number line can have a runover.

[kdejute]

Chris,

You're right that our rule books for UEB Math/Science do not show any examples like the multiplication problems you shared (i.e., spatial multiplication problems whose factors include decimals). Following print alignment within the problem is likely your best approach. That is, right-align the factors, and do not align by place value in these multiplication problems.

One potential transcription of your example problems is attached (as an image and in a .brf).

–Kyle

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[kdejute]

I believe we should place the numeric indicators so that they are not in a column with any numbers.

–Kyle

[kdejute]

Melissa,

Thank you for sharing your questions and ideas. These small cards sure have *multiple* components, don't they? They won't be small in braille.

I think you're quite right to present the bottom area with circles as a graphic.

I cannot think of any useful way to retain the colors that print is using. I would argue that color is most likely a visual repetition of information that is already given by the content of the cards (i.e., which numbers are repeated within a given card and which number is the answer (product or quotient)).

The tiny numbers are not necessarily part of the calculation of any problem. I would suggest that their purpose is simply to illustrate why the answer is correct. So, the tiny numbers do not need to be aligned with the equations in any way. They only need to be grouped together via formatting in braille (for example, by using blank lines) as they are via color in print.

I hope that helps. If you can share what you come up with here, we would love to see it!

–Kyle

[kdejute]

For convenience, I've attached an image of the example print and the suggested braille.

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[kdejute]

Thank you for sharing your question, Julie.

I would transcribe the print "(negative one and four-fifths)(negative-three over eight)" as follows, without any braille line breaks.

"<"-#a#d/e">"<("-#c./#h)">

This transcription has the following characteristics.

1. follows print for placement of the minus signs (i.e., before the whole number part of a mixed number and with the numerator of a general fraction)
2. treats the four-fifths as a numeric fraction that is part of a mixed number that happens to be negative
3. treats the fraction "negative-three over eight" as a general fraction, because it includes a symbol of operation

–Kyle

[kdejute]

Taylor,

Thank you for your astute question.

What if we *could* use a numeric passage even with this multiplication problem with letters? We think you could by using grade 1 symbol indicators and a firmly worded transcriber's note. Please see attached for a possible transcription.

The transcriber's note used in our example is, "In the problem below, a grade 1 symbol indicator .=; only affects the symbol immediately after it." Another possible wording might be, "In the problem below, only a symbol that comes immediately after a grade 1 symbol indicator .=; is a letter."

• This reply was modified 3 years, 8 months ago by kdejute. Reason: added full screenshot of sample transcription

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[kdejute]

Ooof! Good question. I do not find a Nemeth Code symbol assigned to "not" when it is represented in print by a "line horizontal, then down at right."

[kdejute]

Yes, the Position Statement—"Terminology: UEB Math/Science and UEB with Nemeth" is published on BANA's website, on a page with other BANA Position Statements and Fact Sheets! and it tells us to use the terms "UEB Math/Science" and "UEB with Nemeth."

The slash in that term does *not* indicate that either "UEB Math" or "UEB Science" should ever be used. The full term "UEB Math/Science" should be used every time.

So, a Biology textbook transcribed using only UEB symbols is in "UEB Math/Science," and a Geometry textbook using only UEB symbols is also in "UEB Math/Science."

Thank you for the question!
–Kyle

[kdejute]

This question was addressed in its posting on the UEB Technical Forum.

[kdejute]

Exactly, Dan.

The end of a braille line counts as a braille space unless the dot 5 continuation indicator is used.

Thank you for the question, Kim.

For what it's worth, I would be inclined to avoid use of the grade 1 terminator and transcribe your example as follows.

,may #bj1 #bjag1 https3_/_/www4npr4"
org_/#bjag_/#je_/#bj_/#ebibcbhbc_/"
with-lee-/atues-removal-ano!r-battle-"
(-new-orl1ns-comes-to-a-close4

because I don't love the readability of

,may #bj1 #bjag1 https3_/_/www4npr4"
org_/#bjag_/#je_/#bj_/#ebibcbhbc_/;'"
)-lee-/atues-removal-ano!r-battle-"
(-new-orl1ns-comes-to-a-close4

But either of the transcriptions above would be accurate.

–Kyle

[kdejute]

Taylor,

Thank you for your question.

3.5.1 in the updated Section 3 for Guidelines for Technical Material says, "Use the braille asterisk to represent the print midline asterisk used as a sign of operation in mathematics. It is generally brailled unspaced." (emphasis added) So, I can see why you would interpret that to mean that we might not follow print for use of the not-midline asterisk.

Nonetheless, Rules of UEB 3.3.1 says, "Follow print for the use of the asterisk, dagger and double dagger, regardless of meaning."

So, following print would go along with the braille rules we have.

I even suspect that following print would accurately reflect the intent of the print material since the not-midline asterisk occurs only when used in a teacher's key and a "multiplication, times [cross]" (×) or dot is used in the student's content of the book.

I would apply the same thought process to the use of the forward slash (/) in the teacher's key while the student's content of the book has "division, divided by [horizontal line dotted above and below]" (÷) or the curved or straight line used in print to denote division.

–Kyle

 

• This reply was modified 3 years, 9 months ago by kdejute. Reason: adjusted wording

[kdejute]

Heather,

You're right that UEB does not include the "bidirectional arrow over" (which can denote a line) in the list of "common modifiers" (GTM 12).

So, the following would be appropriate transcriptions for your two print examples ("bidirectional arrow over BC" and "bidirectional arrow over CB"). I did "build" these using the directly above indicator (GTM 7).

;;<,,bc>.9\wro

The braille grouping indicators make the bidirectional arrow apply to both the B and C instead of just the C.

A grade 1 word indicator precedes the symbols-sequence, because otherwise it would mean "ghBCAR" and so on.

;;<,,cb>.9\wro

For our convenience, I've used a grade 1 word indicator for each of the examples above. In your full transcription, grade 1 mode would need to be applied in a way that works best in each situation.

–Kyle

[kdejute]

See Rules of UEB 10.4.3 for notes on whether grade 1 mode is necessary if the visible space symbol is used between parentheses.

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