Towards a Universal Mathematical Braille Notation

Leendert, Annemiek van; Doorman, Michiel; Drijvers, Paul; Pel, J.J.M.; Steen, J. van der

doi:10.1177/0145482x221089978

Cited by 2 publications

(1 citation statement)

References 13 publications

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“…Furthermore, such a process is very time-consuming and expensive-it requires specialized equipment such as Braille printers or monitors. Another challenge is the use of various mathematical Braille notations, which may differ from the individual's native language [7,8]. These notations include the Nemeth Code, Unified English Braille, the Marburg Mathematics Code, French Mathematical Braille, and Polish Braille Notation.…”

Section: Introductionmentioning

confidence: 99%

Methods and Tools Supporting the Learning and Teaching of Mathematics Dedicated to Students with Blindness

et al. 2023

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Teaching mathematics to blind people is a challenge of modern educational methods. This article presents a method of preparing the adapted material and its usage in the learning process of mathematics by blind people, as well as the results of evaluating the proposed approach. The presented results were obtained based on a mathematical analysis course conducted in two classes—with and without using the developed method. The developed method uses the conceptualization of knowledge as a graph. The learning process is supported by feedback processes that consider the mechanisms of knowledge and error vectors, on which a personalized adaptation of the learning path is made for each particular student. The evaluation process has shown a statistically significant improvement in learning results achieved by blind students. The average final test score in the group working with the platform during learning increased by 14%. In addition, there was an increase in cooperation between blind students who had the opportunity to take on the role of a teacher, which was observed in 27% of the participants. Our results indicate the effectiveness of the developed approach and motivate us to evaluate the method in a broader group of students. The engagement of students indirectly indicates overcoming the barriers known from the state of the art: uncertainty, poor motivation, and difficulties in consolidating the acquired skills.

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Section: Introductionmentioning

confidence: 99%

Methods and Tools Supporting the Learning and Teaching of Mathematics Dedicated to Students with Blindness

et al. 2023

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Factors hindering the use of Braille for instruction and assessment of students with visual impairments: A systematic review

Kana,

Hagos

2024

British Journal of Visual Impairment

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Students with visual impairments require Braille to support their reading and writing skills. The ability to read and write Braille is a fundamental skill that students need to master in the learning process. Therefore, it is necessary to know various barriers that can hinder Braille learning for students with visual impairments at different grade levels. We found 186 research articles after searching for keywords for factors hindering educational inclusion of students with visual impairments using Braille, Braille barriers, obstacles to the development of Braille in schools, and factors that hinder the use of Braille for instruction and assessment of students with visual impairments through online databases ERIC, EBSCOhost, PsycINFO, PubMed, Google Scholar, and Springer Link. In this systematic review, 12 relevant articles met the inclusion criteria set out of 186 initial search results by reviewing the abstract part of the selected articles. We assessed the quality of these 12 selected articles using a mixed-method appraisal technique and PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. This systematic review examined the barriers to learning Braille and its use in schools for instructing and assessing learners with visual impairments. This systematic review identified several obstacles that contribute to the spread and development of Braille in schools: (1) students who are blind or low vision who lack access, interest, and rely on voice; (2) school-related factors like a lack of inclusive curriculum, teachers’ lack of knowledge about Braille, and the scarcity of Braille printed resources; and (3) educational leadership–related factors: a lack of policy, a lack of Braille technologies, and insufficient research. Hence, educational experts, policymakers, and curriculum developers must consider the following factors while designing the curriculum and assessments for learners with visual impairments to ensure their inclusion in the least restrictive learning environment.

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Towards a Universal Mathematical Braille Notation

Cited by 2 publications

References 13 publications

Methods and Tools Supporting the Learning and Teaching of Mathematics Dedicated to Students with Blindness

Methods and Tools Supporting the Learning and Teaching of Mathematics Dedicated to Students with Blindness

Factors hindering the use of Braille for instruction and assessment of students with visual impairments: A systematic review

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