Development of an algorithm for improving quality and information processing capacity of MathSpeak synthetic speech renderings

Isaacson, Mick D.; Srinivasan, Sunder; Lloyd, Lyle L.

doi:10.3109/17483100903387226

Cited by 7 publications

(12 citation statements)

References 1 publication

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“…It was noted that the synthetic speech renderings could be improved if pauses were in-serted between spoken elements of mathematical expressions. Isaacson, Srinivasan, Lloyd (2010b) developed an algorithm to insert pauses and improve synthetic speech renderings of mathematics. The algorithm was based on recordings of middle and high school teachers speaking math expressions aloud as if they were presenting them to their class.…”

Section: Origins Of Observationsmentioning

confidence: 99%

“…The mathematical expressions that the teachers read aloud in Isaacson, et al (2010b) were sampled from textbooks that met Indiana standards. The primary sampling criteria was that the expressions contain potential ambiguity when spoken as typical everyday speech.…”

Section: Potential Magnitude Of Ambiguitymentioning

confidence: 99%

“…The recordings from the Isaacson, et al (2010b) study of teachers speaking mathematical expressions with potential ambiguity were analyzed for whether or not they were spoken ambiguously. Specifically, 86% of the expressions with potential ambiguity were spoken ambiguously.…”

Section: Potential Magnitude Of Ambiguitymentioning

confidence: 99%

“…The teacher recordings from Isaacson, et al (2010b) were analyzed to determine where ambiguity most frequently arose. Failure to demarcate the beginning and/or the end of a mathematical construct are the primary locations where ambiguity can arise.…”

Section: Areas Where Teachers Frequently Speak Mathematics Ambiguouslymentioning

confidence: 99%

“…In Isaacson, et al (2010b), the teachers were asked to read some mathematical expressions twice. Recordings of these repeated expressions were analyzed for variation between teachers in speaking the same mathematical expression.…”

Section: Inconsistency In Speaking Mathematicsmentioning

confidence: 99%

See 4 more Smart Citations

Ambiguity and Inconsistencies in Mathematics Spoken in the Classroom: The Need for Teacher Training and Rules for Communication of Mathematics

Isaacson¹,

Srinivasan²,

Lloyd³

2010

jsesd

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Section: Origins Of Observationsmentioning

confidence: 99%

Section: Potential Magnitude Of Ambiguitymentioning

confidence: 99%

Section: Potential Magnitude Of Ambiguitymentioning

confidence: 99%

Section: Areas Where Teachers Frequently Speak Mathematics Ambiguouslymentioning

confidence: 99%

Section: Inconsistency In Speaking Mathematicsmentioning

confidence: 99%

See 3 more Smart Citations

Ambiguity and Inconsistencies in Mathematics Spoken in the Classroom: The Need for Teacher Training and Rules for Communication of Mathematics

Isaacson¹,

Srinivasan²,

Lloyd³

2010

jsesd

Self Cite

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An Evaluation Methodology of Math-to-Speech in Non-English DAISY Digital Talking Books

Riga¹,

Ioannidou²

2016

Lecture Notes in Computer Science

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Assistive technology-based solutions in learning mathematics for visually-impaired people: exploring issues, challenges and opportunities

Shoaib,

Fitzpatrick,

Pitt

2023

Multimed Tools Appl

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In the absence of vision, visually impaired and blind people rely upon the tactile sense and hearing to obtain information about their surrounding environment. These senses cannot fully compensate for the absence of vision, so visually impaired and blind people experience difficulty with many tasks, including learning. This is particularly true of mathematical learning. Nowadays, technology provides many effective and affordable solutions to help visually impaired and blind people acquire mathematical skills. This paper is based upon a systematic review of technology-based mathematical learning solutions for visually impaired people and discusses the findings and objectives for technological improvements. It analyses the issues, challenges and limitations of existing techniques. We note that audio feedback, tactile displays, a supportive academic environment, digital textbooks and other forms of accessible math applications improve the quality of learning mathematics in visually impaired and blind people. Based on these findings, it is suggested that smartphone-based solutions could be more convenient and affordable than desktop/laptop-based solutions as a means to enhance mathematical learning. Additionally, future research directions are discussed, which may assist researchers to propose further solutions that will improve the quality of life for visually impaired and blind people.

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Development of an algorithm for improving quality and information processing capacity of MathSpeak synthetic speech renderings

Cited by 7 publications

References 1 publication

Ambiguity and Inconsistencies in Mathematics Spoken in the Classroom: The Need for Teacher Training and Rules for Communication of Mathematics

Ambiguity and Inconsistencies in Mathematics Spoken in the Classroom: The Need for Teacher Training and Rules for Communication of Mathematics

An Evaluation Methodology of Math-to-Speech in Non-English DAISY Digital Talking Books

Assistive technology-based solutions in learning mathematics for visually-impaired people: exploring issues, challenges and opportunities

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