Abstract
Individuals with print disabilities have difficulty processing information through visual means and rely heavily on spoken input. Mathematics and fields that have a heavy emphasis on mathematics are difficult for these individuals because of ambiguity inherent in typical everyday spoken renderings of mathematical expressions. MathSpeak is a set of rules for speaking mathematical expressions in a non-ambiguous manner. The present study tested the efficacy of MathSpeak rules for disambiguation of auditory renderings of spoken mathematics. Findings suggest that MathSpeak is efficacious for disambiguating spoken mathematics.
Highlights
Many of the twenty-two million Americans with print-disabilities (Americans with Disabilities Act (ADA-OHIO), 2002; U.S Census Bureau, 2003) find it difficult to enter fields of science, technology, engineering, and mathematics (STEM)
For the 20 item tests, mean number of correctly interpreted expression collapsed over gender for MathSpeak was 18.93 and was 8.07 without MathSpeak
A t-test modified for differences between proportions revealed that performance without MathSpeak did not differ from chance
Summary
Many of the twenty-two million Americans with print-disabilities (Americans with Disabilities Act (ADA-OHIO), 2002; U.S Census Bureau, 2003) find it difficult to enter fields of science, technology, engineering, and mathematics (STEM). Few pursue college degrees and careers in STEM fields (Burstahler, 1994; Malcom & Matyas, 1991; Committee on Equal Opportunities in Science and Engineering [CEOSE], 2000). As reflected in a CEOSE (2007) minisymposium report in which a blind doctoral student in chemistry described his high school experiences, arcane values regarding disabilities and lack of encouragement may contribute to STEM under representation. The following excerpt from the minisymposium regarding a high school experience of the student illuminates these arcane non-enabling values: “he wanted to take calculus to prepare for a career in some STEM field. A group that included his guidance counselor, math teacher, and others met with him to explain that no blind person in the school had ever taken calculus before, and that they would not support him if he decided to take it. Later the guidance counselor recommended that he not try to get into science or engineering, but instead go into something like psychology.” One step in promoting STEM representation of printdisabled individuals involves changing the attitudes of educators and associated professionals
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