Perspectives of Teenagers and Adults Who are Legally Blind on Their Knowledge and Preference for Either Nemeth or UEB for Mathematics Abstract

摘要

Seventy-one legally blind teens and 123 legally blind adults in the United States were asked about their experiences learning two braille notations for mathematics: the Nemeth Code for Mathematics and Science Notation (Nemeth Code) and Unified English Braille (UEB). About 70% of both teens and adults reported having been introduced to Nemeth Code. About 70% of teens and about one-third of adults reported having been introduced to UEB. In open-ended comments, participants expressed that a lack of Nemeth Code knowledge among teachers of the visually impaired (TVIs) is a major barrier to proper instruction. Participants also described a pattern of not teaching braille math notation to students with residual vision, and some adult participants who had residual vision as children expressed a wish that they had been taught braille math codes. While opinions were mixed regarding the switch from Nemeth Code to UEB in the United States, several concerns about the switch were raised, including concerns about the learning curve as well as a preference for the efficiency of Nemeth Code. Results underscore the importance of training TVIs who are knowledgeable and comfortable teaching UEB and Nemeth Code and the importance of braille for participation in math and science fields.