Lindy Walton
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Very interesting. I am discussing this with a colleague and will get back to you soon.
--Lindy
..later..
Thank you for challenging my original response. After discussing this with other experts, I have revised my answer.
edited by Lindy on 11/19/2011In their effort to understand your advice, the transcribers in our group had a follow-up question. Please see the attached document.
Thank you for considering this question as well.
Marie Amerson
Interestingly, the raised power of 3 is missing from this step, but .. brailling what I see .. each 4/3pi is canceled, and cancellation requires a spatial arrangement, so here is how to transcribe this step. (See attached file--sorry I answering from an old computer so I must send a .bmp file. Let me know if you can't open it.)
--Lindy Walton
I believe this question was answered in the Mathematics section of Ask an Expert and on the BANA TG working group...but if you still have a question about the decision...let me know. Both forums agreed that for K-3 grades, the shape should be used and NOT the shape indicator regardless of where the shape is used.
Diane
Thank you for your question. As you know, there is not a rule for every problem, and I am happy to see you are approaching your work with the reader in mind. My answer is based more on my experience brailling in a classroom situation, and so contains a little bit of opinion.
When a tactile diagram is placed on a different page, I think it is a good idea to label such drawings -- not only does it help the reader, but it helps the person who is assembling the braille volume if the tactiles are stored separately. It could be there are guidelines regarding this in the new BANA tactile graphics text -- please check that document for guidance, too. I am not thoroughly familiar with it yet.
Regarding the two examples you posted, I agree with you that question 3 on page 5 needs direction since you are placing the graphic on a separate page. "Use the graph on the next page to complete the statements below." would work. At the top of the graphic page I would put "3. (cont.)" in cell 1. There is no rule stating this (again, please check "Guidelines and Standards for Tactile Graphics") but it is a technique I use in my work which has been quite helpful when compiling a volume, and it gives the student confidence that he/she is looking at the correct drawing.
For your sample page 6, rather than repeating the TN after each problem 5, 6, and 7, I would put a TN after the "Try This" instructions, something like "Use grid on next page for questions 5-7." Also, at the top of the graphic page I would insert a TN "Use with questions 5-7." Another thought would be to put "Try This (cont.)" as a continued heading at the top of the graphics page instead of the TN.
Thoughtful application of TNs and repeated headings is always needed -- you don't want to clutter up the braille with unnecessary text, but in this case I think they help clarify what is obvious in the print copy.
--Lindy Walton
Since the Nemeth Code has no format for this, I agree with you that your best option is to reproduce what you see as a graphic. Yes, use a spurred line or other type of tactile line rather than braille dots for the box outlines. Use the same measurements and proportions you see in the print copy. The numbers are centered to their boxes in print, but you should check the new tactile graphics guidelines for location of these four numbers in braille. There is no need to put an general omission symbols in this drawing.
Thank you for posting your question.
--Lindy WaltonA system of equations is a spatial arrangement and so must be confined to one braille page according to Section 185a of the Nemeth Code.
--Lindy Walton
edited by Lindy on 11/7/2011Hello. Thank you for providing the print page. I will start with your last question. Format for author/editor comments is not a Nemeth Code rule. Several suggested layouts have been offered by Nemeth transcribers over the years. The one you are following (where the comment begins on the next line and is blocked two cells in from the current runover cell) works well here. However this is not the only method I have seen used. Choose a method and be consistent within your transcription. Explain your treatment of the side comments on the Transcriber's Notes Page.
EXAMPLE 2
Yes, since the linked expression in Example 2 follows 3/1 narrative, and that linked expression is one which follows the special margins introduced in Sec.189b of the Nemeth Code, the anchor will be in cell 3, links in cell 5, runovers in cell 7, and so the comments can be blocked in cell 9.EXAMPLE 3
I disagree with your analysis of Example 3. The linked expression in Example 3 follows the continuation of 1/3 itemized narrative ("So, a rule for the nth term is:"). The anchor will be in cell 5, links in cell 7, runovers in cell 9, and the comments should be blocked in cell 11.Lindy Walton (Committee Member)
I usually do algebra tiles as a tactile graphic. When they are coloured, I use a key to describe the colours and textures. These are usually differentiated in print as positive and negative tiles by their colour. The students get used to the format and understand the meaning. When necessary, I may insert a key as a reminder if there haven’t been any tiles used for several chapters. I would not use a key every time they occur. If there is only 1 colour in a set of examples, that could be explained in a TN rather than a key.
Since your worksheet doesn't seem to explain the significance of the black & white tiles, I think I would use just an outline for the "white" tiles, and use a textured fill for the black tiles. Make them proportionate in size as they are in print.
I will also attach a document that we have used to explain to transcriber's how to show algebra tiles. Since they should be shown as a tactile graphic, you could also ask for assistance under that area of the forum.
Hope this helps!Betty
This situation calls for a transcriber's note explaining what is printed in italics.
--Lindy Walton (Committee Member)
The rules for counting groups have changed. You can find them in the new "Guidelines and Standards for Tactile Graphics" posted on the web at http://www.brailleauthority.org/tg/web-manual/index.html
6.8.2 covers this topic. Rules are different for K-3 materials (6.8.2.1) vs. grades 4 and up (6.8.2.2)
Examples that illustrate the rules can be viewed by clicking on the underlined links in the narrative on the web page.
A similar question appears in the Tactile Graphics forum, titled "Counting blocks in 2nd grade," which you may find helpful to read.
Please let me know if you have further questions.
Lindy Walton (Committee Member)
edited by Lindy on 10/17/2011The Code does not address varying print styles regarding carried number placement. I would not alter the braille format. Oftentimes, print descriptions do not follow braille formats; if you feel it will confuse the student, a transcriber's note can be inserted telling the student that standard braille layout is used.
If, on the other hand, you are brailling a single copy for an individual student, and the student's teacher feels it is important for the student to follow this nonstandard format, working out an alternate layout is acceptable. For a student working such a problem on a braillewriter, putting the carried number line below the final addend certainly is a nice alternative. These are decisions to be made by the teacher.Lindy Walton (Committee Member)
I am not familiar with the software you are using. We have always made our own Cartesian graphs and used various types of reusable tactile items for our students to use such as tacks on a corkboard with rubber bands or wiki-stix. I have copied your question to the Computer-Assisted Transcription forum -- check there for answers, as well as here for ideas from other readers.
Lindy Walton
Your first decision is whether or not the italics need to be retained in the braille copy. Is "x-axis" always italicized? If so, you can ignore the typeface according to Section 34a.
If it is determined that the italic typeface has mathematical significance and must be retained, then the last sentence of Section 32d applies. The type-form indicator is effective for the entire compound expression.
[braille].;X-AXISSection 33b applies to phrases, so does not apply here. Reminder: The BANA Update includes some format changes to the examples in Section 33, as well as changed text for Section 33b, with five additional examples.
Lindy Walton (Committee Member)
