1. Making Sense Out of Math for the Braille User Sara Larkinslarkin@iowa-braille.k12.ia.usslarkin@iowa-braille.k12.ia.us Math and Science Consultant Iowa Educational Services for the Blind and Visually Impaired Summer Institute August 2-3, 2016

2. Introductions Name? Where you are from? Role (teacher, paraeduucator, administrator, other)? What did you bring with you today Computer? List of content, tools, manipulatives, equipment, software, etc. being used this coming year in math?

3. I Can Statements I can list tools/manipulatives/materials I should have on hand this year when teaching a student who is blind or visually impaired I can name some sites /resources where I can pull additional ideas and information from over the course of this coming school year I can name other people in the state who I can collaborate with about the needs of the student who is blind I can state common accommodations for students who are braille users in the math classroom

4. Nemeth The braille code for math and science APH Nemeth Tutorial Iowa Braille School Nemeth Lessons and Handouts Iowa Braille School Nemeth Lessons and Handouts The Nemeth Braille Code for Mathematics and Science Notation 1972 Revision The Nemeth Braille Code for Mathematics and Science Notation 1972 Revision Math Window (tiles with both print and braille) Math Window Maryland Common Core State Curriculum Frameworks for Braille Maryland Common Core State Curriculum Frameworks for Braille See Nemeth Code Template

5. Abraham Nemeth Quote “I used the braillewriter as the exclusive device by which I performed mathematical calculations and manipulated mathematics expressions. On a braillewriter, the dots appear on the top side of the paper where they can be immediately read. This allows for the rapid alternation between reading and writing which is required when interacting with mathematical expressions, and is the closest thing to the use of a pencil and paper used by the sighted.”

6. Here’s What I See: The Story of the Blind Men and the Elephant

7. Activity 1 Now what do you see?

9. Access to the Textbook Print copy for Parents and Teacher of the Visually Impaired Knowledge of Nemeth symbols needed to access the math symbols General strategies related to accessing tables, charts, and tactile graphics An opportunity to explore more complex tables, charts, and graphics BEFORE they are needed in the classroom A way to communicate their thinking in class and on homework

10. Writing Math (Time vs. Concept Development) Notetakers AND Perkins braillewriter Notetakers (BrailleNote or Braille Sense) allow for work and answers to be instantly displayed to the teacher and e-mailed to the teacher when work is complete (student can only see one line at a time) Perkins braillewriter allows the student to work through longer multi-step problems and still view multiple lines quickly and easily Abacus Quicker computation Elementary level concept development

11. Tools/Manipulatives/Materials Exposure to new tools/manipulatives/materials BEFORE using in the classroom & exploration time DURING class Own set of any materials teacher or other students are using Talking Calculator vs. Mental Math vs. Showing Work (what are the other students using?) May need to take home to be able to do homework Controlled, well-organized work space (muffin tin, divided tray, cookie sheet/tray, magnets, Velcro) Easy access for the STUDENT to grab (not the adult)

12. Access to Teacher Notes Access DURING class and not just after Verbalize EVERYTHING! (Don’t use this, that, or there) Videos – description, key info Finding a way for the student to get hands on the notes and not just rely on auditory access

13. Access to iPad Apps/Software Considerations Braille user How well it works with VoiceOver Calculators Order of operations Math Robot

14. Iowa Core Access to the Content Standards Access to the Standards for Mathematical Practice 1.Make sense of problems and persevere in solving them. 2.Reason abstractly and quantitatively 3.Construct viable arguments and critique the reasoning of others. 4.Model with mathematics. 5.Use appropriate tools strategically. 6.Attend to precision. 7.Look for and make use of structure. 8.Look for and express regularity in repeated reasoning.

15. Activity 2 Look through the following for tools/manipulatives/materials American Printing House for the Blind (APH) alignment of products with the common core American Printing House for the Blind (APH) alignment of products with the common core APH Catalog p. 11-12, 22-23, 30-34, 36, 43-60, 87-89, 91- 92, 94, 109, 118, 121, 144 Math Tools Template

16. Resources Iowa Braille School (Math & Science section) Perkins School for the Blind Math Paths to Literacy Texas School for the Blind and Visually Impaired Math Texas School for the Blind and Visually Impaired Math

17. Activity 3 Sample Lessons Tally marks and drawing pictures Math Facts Comparing Fractions Using Graphing Pictoral representation of proportions Measuring Angles or Segments Function Representation (equation, table, & graph) 3D shapes (vertices, edges, faces)

18. Collaboration!! Ask questions (Teacher of the Visually Impaired and Math Consultant) Think 2-4 weeks ahead Accommodations WITHOUT changing learning outcomes Be careful of the phrase “Don’t worry about that” Check the IEP – time, assignments, assistive technology Plan for INDEPENDENCE

19. Questions How would you adapt your lessons or make accommodations for having a student who is blind or visually impaired in your classroom to access your content? What are challenges you see? How might you overcome them? What are questions you still have for the upcoming year?