[Lindy Walton]

A 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 11/7/2011

[Lindy Walton]

Hello. 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)

[Lindy Walton]

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

[Lindy Walton]

This situation calls for a transcriber's note explaining what is printed in italics.

--Lindy Walton (Committee Member)

[Lindy Walton]

Thank you

[Lindy Walton]

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 10/17/2011

[Lindy Walton]

The 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)

[Lindy Walton]

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

[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-AXIS

Section 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)

[Lindy Walton]

Thank you very much for your reply to my inquiry regarding compound inequalities. Your conclusion to treat it as a spatial arrangement and keep the two parts of the compound inequality in alignment made it very readible in braille.

[Lindy Walton]

I was referencing the Counting Symbols example in Tactile Guidelines. It shows the square shape drawn as a tactile box.

[Lindy Walton]

I had to do some internet research to see just what these algebra tiles are all about.

Because this is an activity using manipulatives, it makes sense to reproduce the examples as tactile graphics, keeping the shapes and the layout exactly as shown in print, perhaps moving the location of the black arrows so as not to clutter the diagram. Including the letter and numeral labels creates problems with sizing. A nice solution is to make a key showing the three shapes and what they represent. Two textures will differentiate the two same-sized squares. For example:

[rectangle] [braille];X (GRE5)
[smooth square] [braille]#1 (YELL[)
[rough square] [braille]-#1 (R$)

Then proceed with the tactile.
I support ignoring the outline of the tan mat but the white mat borders are necessary to delineate the different tile groupings. (Section 3.7.2 of Guidelines and Standards for Tactile Graphics says: "Frames or borders found around many print diagrams should be eliminated unless it provides a frame of reference.")

I would align the equal sign with the top row.
I would use the normal recommended space (1/8"-1/4") between tiles and around the circled tiles in "algebra tiles 2."

--Lindy Walton (Committee Member)

[Lindy Walton]

Although the "Guidelines and Standards for Tactile Graphics" is dated 2010, I believe it was not released in its final form until July of 2011, and only as a web version. As far as I know, the hardcopy supplement with tactile examples is not yet available. My previous post did not refer you to any examples, just to the written guidelines in the web version of the guidelines, so I am wondering if we are looking at different resources?

If I am understanding the new guidelines correctly, the example you recently posted (Squares-1) should be brailled using tactile squares. Perhaps the materials you received from another agency were prepared before the Guidelines were released. When braille rules change in the middle of a project we are advised to complete the project using the old rules.

The BANA Tactile Graphics Committee invites your questions -- you can write to them by clicking on the link at the bottom of the page found here: http://www.brailleauthority.org/tg/index.html

--Lindy

[Lindy Walton]

No punctuation indicator is used for the apostrophe in "Lila's" because Lila is a word.

--Lindy Walton (Committee Member)

[Lindy Walton]

Lindy,
I attached the wrong file. I am looking for the other one.

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