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Ensuring quality support meets the science and maths students technology needs Abi James, With Y. Li, M. Wald & E.A. Draffan, ECS Partners, University.

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Presentation on theme: "Ensuring quality support meets the science and maths students technology needs Abi James, With Y. Li, M. Wald & E.A. Draffan, ECS Partners, University."— Presentation transcript:

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2 Ensuring quality support meets the science and maths students technology needs Abi James, With Y. Li, M. Wald & E.A. Draffan, ECS Partners, University of Southampton

3 You and maths….

4 How maths confident are you? Up to Level 2 / GCSE

5 How maths confident are you? Up to A Level / Higher

6 Why are we concerned about maths and STEM?

7 University experience of maths

8 Print disabilities and mathematical notation Up to 10% of student population may have a print impairment that could affect their ability to read or comprehend maths. Problems may include: –Reading the notation –Recalling names of notation and meanings –Proof reading notation –Recalling the steps of a process to solve a maths problem –Difficulty with comprehending symbols instead of words Access to text to speech with highlighting may improve access to maths notation.

9 When they get to university…do students expect maths? Biology Business Economics

10 Exam paper – which subject?

11 Some students might anticipate maths content… Chemistry Engineering

12 Students that want to do maths….

13 Proportion of disabled students in UK HEIs by subject area, 2012/13

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15 Typical students requiring math support Proofreading - Tim: dyslexic engineering student. problems with proofreading and often make mistakes in calculations uses text to speech to proof read my assignments but it can't read the maths. struggle to remember all the names of the symbols making it hard to take notes Understand maths - Sarah: studying psychology Struggled with maths at schools, particularly with concentration due to ADHD (indications of dyscalculia) Finds listening and seeing words at the same time makes them easier to understand. But keeps forgetting what words and symbols mean.

16 The mathematical language barrier

17 Activity 1: mathematical meaning Complete the mathematical definitions of the terms on the worksheet Consider how you could explain this definition to a visual learner

18 The difference between maths & text

19 Talking Maths: The difference between maths & text Symbols in maths can mean different things: [AB] -1 Could mean: “left bracket, boldface capital a, boldface capital b, right bracket, superscript minus one” OR “inverse of the matrix product, boldface capital a, boldface capital b”

20 Typical Maths Lecture From https://www.youtube.com/watch?v=PiaPIleRhgQ

21 Capturing Maths Notes LiveScribe Pen - Capturing audio while writing JISC case study of engineering student Tablets can also be useful, particularly OneNote

22 Hand writing recognition & maths Hand-written maths relies on real-time analysis of strokes as symbols are formed –Much more dependent on accuracy & spatial layout than text recognition –Formation of symbols is not consistent Across countries Across individuals Math input panel in Windows (and MathType)

23 Apps for capturing maths Starting to appear on tablet apps e.g. MathBrush but not necessarily about producing accessible output Notes & Maths MyScript Calculator MathBrush for recongitzing hand-writing But can also type TeX into a notes app & import to word / editor later

24 Reading Maths - Where does “maths” occur? Websites Publications (PDF) and e-books Documents, presentations and spreadsheets Learning materials Videos

25 Accessibility Requirements Some users may want to –Zoom / re-size –Search / index maths –Braille rendering –Read aloud maths with or without highlighting Reading aloud maths is particularly demanding on working memory. It may not be possible to vocalise diagrams.

26 Accessibility barriers to maths notation

27 The difference between maths & text: non- linear representation and ambiguity (1)

28 The difference between maths & text: non- linear representation and ambiguity (2)

29 Accurate reading of maths:

30 Using the numbers provided work out as many ways as possible to replicate in symbols: Three plus two minus four squared Hint: there are at least 3 answers to this sum BIDMAS: A way of remembering the order in which operations are carried out. It stands for Brackets - Indices - Division - Multiplication - Addition - Subtraction.

31 Accurate reading of maths:

32 Mathematical semantics

33 Visualising maths notation Concepts maps & tree diagrams are often used to assist mathematical teaching [3]. Tree diagrams are used to describe semantics Specialist maths tutors have described how concept maps can be used to help dyslexic students visualise problems [6, 8].

34 STEMReader project Project to develop proof of concept from Feb 2014 – July 2014 funded by BIS, Technology Strategy Board, managed by Techdis. Goals: Improve solutions for reading aloud maths notation for students studying GCSE to degree level maths and science Apply concept of semantic web to allow for navigation and visualisation of maths notation Challenge – to develop usable, sustainable tool for print-impaired students to use alongside their current support strategies. Current proof of concept tool allows MathML equations to be read aloud, navigated by keyboard & display as a semantic tree. Will be able to be used with Office documents by selecting equations.

35 STEMReader examples - fractions

36 Activity 3: Tree diagrams Can you create a tree for Three plus two minus four squared

37 STEMReader – advanced example Navigate through an equation using the tree Highlight location of variables within the equation Provide users with different options for speaking equations Investigating different ways of displaying tree view Contact for further

38 Activity 4: Reflecting on our learning What do you need to support students with their STEM content? How do we incorporate ADSHE 7 principles when supporting STEM students? –Metacognition –Multi-sensory –Relevance –Motivation –Overlearning –‘Little and Often’ –Modelling

39 Further Information Abi James https://access.ecs.soton.ac.uk/projects/current/

40 References [1] Bahram, S., Soiffer, N., & Frankel L. (2014) Understanding Mathematical Expressions through Interactive Navigation. In 29 th Annual International Conference on Technology and Persons with Disabilities, Northridge, California, USA.Understanding Mathematical Expressions through Interactive Navigation. [2] Bates, E., & Fitzpatrick, D. (2010). Spoken mathematics using prosody, earcons and spearcons. Computers Helping People with Special Needs, 407–414. [3] Brown, T. (2013). Meeting the Standards in Primary Mathematics: A Guide to the ITT NC. Routledge. [4] Gellenbeck, E., & Stefik, A. (2009). Evaluating Prosodic Cues as a Means to Disambiguate Algebraic Expressions: An Empirical Study, 139–146. [5] Holden, W., Sunnes, M., & Graffe, S. (2014) The Next Generation Text to Speech Program. In 29 th Annual International Conference on Technology and Persons with [6] Perkin, G. (2004). The dyslexic engineer–issues for mathematics education. International Conference on Engineering Education, (October 2003), 1–11. [7] Sorge, V., Chen, C., Raman, T. V., & Tseng, D. (2014, April). Towards making mathematics a first class citizen in general screen readers. In Proceedings of the 11th Web for All Conference (p. 40). ACM. [8] Trott, C. (2003). Mathematics support for dyslexic students. MSOR Connections, 3(4),


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