![]() For example, a teacher may want a student to hear “X superscript two” as opposed to “X squared” in order to test comprehension of math notation. In an educational setting, another factor that must be considered is the pedagogical context in which the math is being presented. In a simple example, some readers may want to hear math spoken in plain English for example, “two X open parenthesis three Y plus four Z close parenthesis.” However, more experienced readers will desire shorthand in order to move through equations more quickly, reducing common expressions like “parenthesis” to “paren.” In the best of worlds, users will be able to decide how they want math communicated to them. Translating MathML into spoken English (or any other language) is the job of the MathML-reader or DTB-reader software. MathML does not provide a method for translating math to speech, however. MathML can be written by hand using a simple text editor or a special equation editor such as Design Science’s MathType, which translates mathematical notation into MathML. MathML is a standardized mark-up language that allows authors to provide unambiguous representations of mathematical expressions. The hypotenuse connects the top of the flagpole to point M, the mirror on the ground. This is the vertical leg of the second right triangle. The height of the flag pole is labeled H. The distance from point M to point F is 24 feet. The hypotenuse connects Greg’s eye to point M, the mirror on the ground.Ī similar triangle is formed from point M, the mirror, to point F, the base of the flag pole. This is the vertical leg of a right triangle. The distance from point G, Greg’s feet, to his eye is 5 feet. The base of the flag pole is 24 feet to the right of point M and labeled point F. The mirror is 8 feet to his right at point M. What they agreed upon was the use of short sentences that focused on the data. Like any image, there are many effective ways to describe this math diagram and our survey participants made suggestions to add or change a word here or there.The description, then, should focus on what is not included in the caption, i.e., the points and lines. Notice that the caption has already described how Greg is using the mirror to see the flagpole.Organize the description in a linear fashion, in this case, moving left to right and use bullet points or line breaks to aid in navigation.Traditional descriptions of math diagrams benefit from descriptions that are brief and specific.Captions explain the concept very clearly.The diagram is used after the concept is introduced.The diagram represents the equation: 4 kilometers minus 2 kilometers equals 2 kilometers. Another vector arrow goes from 4 to 2 in the opposite direction and is labeled 2 kilometers. A vector arrow goes from 0 to 4 and is labeled 4 kilometers. In the middle of the number line, 2 is the finish. Diagram B shows a number line that goes from 0, the start, to 4.The diagram represents the equation: 4 kilometers plus 2 kilometers equals 6 kilometers. Another vector arrow goes from 4 to 6 in the same direction and is labeled 2 kilometers. ![]() ![]()
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