MASH resources on inclusive practice in mathematical subjects

Mathematical subjects pose specific accessibility challenges including technical and pedagogic barriers formed by the modes in which mathematics is communicated and so advice may be needed beyond that given in generic good practice resources. MASH is involved in the development and dissemination of resources on access to mathematical subjects for disabled students in two main areas:

1. Inclusive teaching and learning for print-disabled students. A student is print-disabled if they have a visual, cognitive or physical disability which hinders the ability to read print effectively.
2. Support for mathematics students with an autistic spectrum disorder.

Resources

• Inclusive teaching and learning for print-disabled students:
  • Transition to higher education for students with visual impairments in STEM subjects is a report produced as an outcome of a Disability Practitioner Event: Are we doing it right?. The report is available in:
    • Word format (also accessible with screenreader) report Transition to higher education for students with visual impairments in STEM subjects
    • PDF format report Transition to higher education for students with visual impairments in STEM subjects
  • A lecturer's guide to methods to produce flexible and accessible learning resources in mathematics. A paper outlining the development of this resource can be found at:
    • Cliffe, E. & White, J., 2012. Methods to Produce Flexible and Accessible Learning Resources in Mathematics. In Student-centred Approaches in Mathematics. National HE STEM Programme: Mathematical Sciences HE Curriculum Innovation Project, pp. 35–43.
  • Cliffe, E. & Rowlett, P. eds., 2012. Good Practice on Inclusive Curricula in the Mathematical Sciences, National HE STEM Programme: Mathematical Sciences HE Curriculum Innovation Project.
• Support for students with an autistic spectrum disorder:
  • Cliffe, E. & Bradshaw, N.-A., 2012. Autism Spectrum Disorders and Group Work in Mathematics. In Student-centred Approaches in Mathematics. National HE STEM Programme: Mathematical Sciences HE Curriculum Innovation Project, pp. 45–47.
  • Cliffe, E. & Martin, N., 2012. Assisting mathematics students who have asperger syndrome. In Good Practice on Inclusive Curricula in the Mathematical Sciences. National HE STEM Programme: Mathematical Sciences HE Curriculum Innovation Project, pp. 31–36.

Current work

MASH is currently working with Moodle @ Univerisity of Bath to improve the accessibility of mathematical documents on Moodle via the introduction of support for MathJax to Moodle and the documentation of methods available to lecturers to make use of this.

MASH can advise staff and departments at the University of Bath on accessibility to mathematical subjects. Please drop us an e-mail to mash@bath.ac.uk.

Events

MASH has been involved in the organisation of the following events:

• Mar 2013: HEA funded AccessMSORWG Mathematical Study Without Pen and Paper: Experiences, Impacts and Options
• Jan 2013: HESTEM funded workshop Accessible learning resources in mathematics
• Sep 2012: HESTEM funded workshop Transition to HE: Exploring barriers to STEM for students with visual impairments
• May 2012: HESTEM funded workshop Mathematics group work and Asperger syndrome 2
• Mar 2012: HESTEM funded workshop Mathematics group work and Asperger syndrome 1
• Jan 2012: MSOR funded AccessMSORWG Accessibility Group Workshop - 'The Wider Picture'
• Feb 2011: MSOR/HESTEM funded AccessMSORWG Maths, Stats and OR Accessibility Workshop