Print to Braille: Preparation and Accuracy of Mathematics Materials in K-12 Education.

The Nemeth Braille Code for Mathematics and Science Notation (hereafter, referred to as Nemeth code) is used when transcribing technical material that includes mathematical equations or scientific notation (Laudenslager, 1972). This code provides a system of symbols and detailed prescriptive procedures so that mathematics and science materials from elementary to the most advanced levels can be uniformly represented and read in braille (Laudenslager, 1972). There are braille equivalents for hundreds of mathematical and scientific symbols, signs, numerals, and variables. The inclusion of tactile graphics allows critical information in figures, charts, graphs, and diagrams to be provided to readers (Braille Authority of North American [BANA], 2010). Similar to the literary and Nemeth codes, there are guidelines to carefully consider when creating tactile graphics. Tactile graphics communicate the ideas and information; they are not replicas of the visual depiction in a tactile form (American Printing House for the Blind [APH], 2008; BANA, 2011). Poorly designed or cluttered tactile graphics present challenges to readers and may not support them in building or understanding concepts (Zebehazy & Wilton, 2014). Consistent and uniform formatting allows a reader to easily navigate and read materials in the literary and Nemeth braille codes. Formatting in braille is highly structured, and consistent formatting permits readers to detect information quickly by scanning the page with their hands (Texas School for the Blind and Visually Impaired, 2010). Thus, it follows that consistent formatting may actually improve overall readability of braille documents. In contrast, inconsistent or incorrect formatting can slow the reader down and lead to frustration (Damm & Risjord, 2008). Incorrect application of rules affects the accuracy of the transcription of materials using Nemeth code. For example, without the proper use of an English letter indicator, a combination of letters such as ab or cd representing a line might be confused with the words about or could. Depending on how and where a braille symbol is used in mathematics braille transcription, the dots 2, 3, 6 can represent the numeral 8, the word his, the left outer quotation mark, or the question mark. The one-cell lower-sign whole-word contraction for his cannot be used when it is in direct contact with a grouping symbol (Laudenslager, 1972). If the contraction for his was used incorrectly following a grouping symbol, the dots would be read as the numeral 8. Errors such as this could easily cause misunderstanding or confusion as well as affect the usability of the materials in the general education classroom. Our study focused on the preparation of mathematics materials for braille readers. In the first part of the study, demographic information was collected for 166 participants. These data were reported in Rosenblum and Herzberg (2011). The 166 participants represented a variety of personnel, including certified braille transcribers, noncertified braille transcribers, paraeducators, and teachers of students with visual impairments. Training experiences and perceived level of preparedness varied greatly, and slightly more than a quarter of the 166 participants were certified by the National Library Service for the Blind and Physically Handicapped (NLS), Library of Congress. The 166 participants were each invited to participate in the second part of the study. The purpose of the second part of the study was to examine techniques used by participants in preparing mathematics worksheets for tactile learners, explore the accuracy of the transcriptions, including the frequency and types of errors, and determine if tactile graphics were included. It was hoped that identifying frequency and types of errors would allow pre-service and in-service trainers to address the error patterns and would, hopefully, prevent similar types of errors in the future. …