\documentclass[12pt,a4paper,onecolumn]{article}

%All changes to page geometry must be via the geometry package. 
\usepackage[a4paper]{geometry} %Required
\usepackage[english]{babel} %Required
\usepackage[OT1]{fontenc} %Required

\usepackage[intlimits]{amsmath} %Required if using amsmath
\usepackage{amssymb} %Required if using amssymb
\usepackage{amsfonts} %Required if using amsfonts
\usepackage[mathscr]{eucal} %Required if using eucal
\usepackage{eufrak} %Required if using eufrak
\usepackage{amsthm} %Required if typesetting theorems etc. 
\usepackage{longtable} %Required if using tables with headings
\usepackage{graphicx} %Required if including images 
\usepackage{verbatim} %Required if including verbatim text
\usepackage{url} %Required if including urls

\let\columnlines\empty %Required (transformation to Word format)

%All theorem-like entities should use a newtheorem-like structure, 
%do not use {\bf Theorem} etc. as the structure is lost.
%Currently the transformation via plastex does not retain numbering,
%this will be fixed in the future.
\newtheorem{theorem}{Theorem}[section]
\newtheorem{corollary}[theorem]{Corollary}

%Theorem styles can be used but in large print will be redefined.
\theoremstyle{definition}
\newtheorem{definition}{Definition}[section]
\theoremstyle{remark}
%Unnumbered theorem environments may be used
\newtheorem*{note}{Note}

%All newenvironments should be produced using the newenvironment tool
\newenvironment{Proof}{\noindent{\bf Proof.}\hspace*{1em}}{\qed\par}

%All definitions must be via newcommand or renewcommand to ensure that 
%previous definition is not overridden. Do not use declaremathoperator 
%or def. All definitions which include superscripts or subscripts 
%will need to be copied into tex4ht configuration file for the document.
%Do not use newcommand to produce macros for begin and end environments.
\newcommand{\xsb}{x_{1}} 
\newcommand{\xsp}{x^{2}}
\newcommand{\xsbnum}[1]{x_{#1}}
\newcommand{\boo}{\mathrm{boo}}
\newcommand{\End}{\mathrm{End}}

%Required to ensure that the theorem numbering is correct after plastex 
%transformation. As well as this the equation numbering needs to be set 
%back to 0 at the start of every section and subsection including
%numbered equations. Numbering should not be reset apart from this. 
%\nonumber can be used, \tag and \notag cannot be
\numberwithin{equation}{subsection} 

\newif\ifplastex %Required
\plastexfalse %Required
\newif\iftht %Required
\thtfalse %Required

\newif\ifLP %Required
\LPfalse %Required
\ifLP %Required
%Reflow cannot occur within a root symbol in large print PDF so the 
%root symbol is transformed to other notation
\renewcommand{\sqrt}[2][2]
{\left( #2 \right)^{\frac{1}{#1}}}
\fi

\newcommand{\nextalt}[1]{} %Required for alt tags 
\newcommand{\PICalt}[1]{{#1}} %Required for alt tags

%Required for basic commuting diagrams, please note that labelled 
%diagonal arrows are not currently possible.
%\tab must be used inside commuting diagrams instead of &
\newcommand{\mapright}[1]
{{\stackrel{#1}{\longrightarrow}}}
\newcommand{\mapdown}[1]
{\Big\downarrow{\scriptstyle{#1}}} 
\newcommand{\tab}{&}

\allowdisplaybreaks %Required

\setlength{\parindent}{0.0pt}
\setlength{\parskip}{1.0\baselineskip}
\renewcommand{\emph}{\textbf}

%Required for identifying documents
%date should be hardcoded as future versions with identical 
%content may be compiled on a different date or student might 
%be provided with the LaTeX file
\title{Methods to produce flexible and accessible learning resources in mathematics: overview document} 
\author{Emma Cliffe} 
\date{May 2012} 

%Helps with navigation, if you use this you must supply short 
%forms of section titles (~4 words max) if they are long.
\pagestyle{headings}
%To ensure that the page numbering of the front matter and
%the main content (after the contents page) is distinct.
\pagenumbering{roman}

\begin{document}
\ifplastex
\else \iftht
\else
\renewcommand{\familydefault}{phv}
\fontfamily{phv}\selectfont
\fi \fi

\maketitle %Required for identifying documents

\section*{Introduction}

This work was carried out as part of a HESTEM Mathematics Curriculum Innovation project. We have explored methods to produce flexible and accessible learning resources for mathematics with a focus on producing a guide for staff in HEI to enable them as individuals to create flexible resources efficiently and robustly.

This document provides an overview of:
\begin{itemize}
\item The literature identifying the required formats and technologies available for transforming or creating mathematical documents.
\item The data collected from staff on their current document production methods.
\item The process we went through to produce the methods.
\item The remaining costs, risks and barriers.
\end{itemize}

The methods themselves are not documented here. Please refer to the other project documents. 

\newpage

\tableofcontents

\newpage
\pagenumbering{arabic}

\section{Overview of the literature}

A review of the literature and available technologies confirmed the
formats that we might need to produce but also furnished us with
extensive lists of technologies which might assist us. We present an
overview of this literature here.

The provision of partial notes in mathematics courses is perceived by
students as beneficial to their learning and is strongly related to
high academic performance \cite{parnotes}. However, a significant
barrier for disabled students is the suitability of the learning
resource format provided. Many of the contributions to the Good
Practice on Inclusive Curricula in the Mathematical Sciences guide
\cite{gpguide} highlight the need for full notes in specific formats
to be provided prior to classes. Some case studies available in
mathematical subject areas such as on the Strategies for
Creating Inclusive Programmes of Study \cite{scips} and
Disabilities: Academic Resource Tool \cite{dart} also confirm
the need for full notes, sometimes in specific formats.

Some students require full notes in Braille
\cite{whapples,maddox,gpguide}, possibly using a Braille display
\cite{needsblind,gpguide} either for Braille mathematics or direct
access to the \LaTeX~ code \cite{cliffe}. Other students require large
print and authors highlight that large print is not simply a matter of
using a larger font but also requires some or all of changes to
spacing, page layout, layout of the mathematics, font or colour
\cite{rowletts,cliffe}. However, students (and staff!) are likely to
have difficulty creating a large print version even if provided with
the \LaTeX~ source \cite{rowlett}, the lack of line-breaking in the
equations being a primary issue and the MathType format is highlighted
as being useful \cite{gpguide}. The RNIB Clear Print guidelines are a
useful starting point \cite{RNIB} and note the minimum font size
etc. considered advisable for general resources. For students reading
in Braille or large print access to full notes in class act as an
alternative to the board and permit the student to follow the lecture
content.

Students who are d/Deaf are not able to lipread, watch a BSL/English
interpreter or lipspeaker and take notes. If a student does not have
some form of note-taker they will not be able to write down what you
write on the board. For a student lipreading all verbal information
given while facing the board e.g. to annotate working, will be lost
\cite{gpdeaf}. Some practices known to be beneficial in d/Deaf
education are available to lecturers including the provision of visual
organisers, using a collaborative, case study, problem-solving
approach (where possible) and pre-teaching (or, at least, enabling
preparation) of specialised vocabulary \cite{deaf}. This suggests
that notes which clearly highlight terminology, use visual organisers
and include examples are likely to be helpful.

Some disabled students experience difficulties copying precisely,
knowing what to write down, maintaining concentration or their place
in text or retaining definitions in memory. This might include some
students with specific learning difficulties (e.g. dyslexia,
dyspraxia), students with Asperger syndrome, mental health and fatigue
conditions. Access to full notes in a suitable format enables the main
activity in class to be the desired engagement with concepts and
logical arguments.  Formats including those presented in sans serif
fonts, clearly structured documents, coloured backgrounds, formats
which can be adapted by the students to their font, spacing and colour
requirements, formats with colour or structural highlighting of
equation scope, audio formats or formats which can be read loud, video
formats of real time manipulation, visual organisers such as mind-maps
and flow diagrams, notes which can be annotated in class and formats
from which formula can be copied and pasted or notes electronically
annotated are all reported as being of assistance
\cite{gpguide,perkincroft,pentech,webb,dysspeech,iansyst}.

In summary, the use of visual organisers helps some students as does
the provision of editable formats. Other students might require quite
specific formats which may include clear print, large print and
formats accessible by text-to-speech (e.g. literacy support software
used by dyslexic students), screenreader or Braille technologies. Word
or PDF documents containing mathematics cannot easily be produced in
these formats.

In order to provide such a range of formats we require a method to
produce a single master version, which can be updated over time, from
which the multiple required formats can be produced
automatically. Using a single master is not a new idea
\cite{singlesource, toolboxblind, blended} but we require viable
methods which specifically produce accessible formats.

Cooper \cite{cooper,cooper2,gpguide} neatly captures the technical
challenges and general approaches which we might need to take. The use
of MathML \cite{mathml} is a key technology as this enables speech to
be produced, equations to scale with the surrounding text and reflow,
linebreaking as necessary. Scalable graphics can also be used to
permit scaling of equations \cite{vecgraph} and automated linebreaking
is possible in \LaTeX~ \cite{linebreak}. 

MathML is not designed for humans to read and write directly! The
World Wide Web Consortium (W3C) maintains extensive lists of
technologies which produce MathML or convert between MathML and other
formats \cite{w3c} and these formed a starting point. However,
guidance from the literature
\cite{OUtalk,compmathml,tex4ht,plastex,archive,latexml,mathjax,mathplayer,mathgenie}
greatly facilitates comparisons between and understanding of these
technologies!

MathML is not the only format we considered. The TeX User Group (TUG)
maintains lists of converters between \LaTeX~ and word processor
formats \cite{pctolatex,latextopc} and the American Mathematical
Society (AMS) maintain a list of TeX related resources \cite{ams}.

Finally, the many reference documents on \LaTeX~ hosted by
the Comprehensive TeX Archive Network \cite{ctan} and the bug trackers
of all the software we worked with sometimes gave insights as to the
likely cause of misbehaviours of the transform technologies in the
face of the author's freedom to use and abuse \LaTeX~ \cite{horrors}!

We list the main technologies that were used during the evaluation in
Appendix \ref{fulllist} though some which we incidentally interacted
with (mainly other \LaTeX~ packages) are not listed.


\section{Staff and student input}

\subsection{Student view}

Disabled students in mathematics had previously provided input on their requirements, their use of assistive technology and given feedback on the notes already in production. We invited further input for this project and one student updated us on how his use of notes had changed over time. 

Lecturers either provide handwritten notes or \LaTeX~ which has normally been encoded in 10pt, 11pt or 12pt default spacing and fonts. 

Formats we have created:
\begin{itemize}
\item Clear print: A4, single sided, 12pt helvetica font for English, extra white between paragraphs, extra spacing in maths. Extra space is to enable annotation. 

Are provided each year to students who are dyslexic, dyspraxic, have Asperger syndrome, mental health difficulties, conditions causing fatigue and to some students with mobility difficulties based on the recommendation of the DSA Needs Assessor,  Disability Adviser or Study Skills Tutor. Notes are also provided to students with temporary conditions at the request of the Director of Studies.  
\begin{itemize}
\item Why they are needed: ``My eyes don't especially like the font [in the standard course notes] and it is all a bit close together.''
\item Notes are valued for their reading clarity: ``Clear PDFs --- clarity and portability''; by portability this student is referring to his practice of using an e-book reader to enable him to transport his notes with greater ease. 
\item Notes need to be up to date: students lose track in lectures and will quickly get in touch if they are not. 
\end{itemize}
\item Large print: A4, single sided, helvetica font for English, extra white space between paragraphs and in mathematics, enlarged diagrams and: 
\begin{itemize}
\item 14pt text
\item 17pt text 
\item 20pt bold English but not maths, underlining for emphasis, double spaced text with a clear typewritter font for verbatim text 
\item 26pt bold English and maths, double spaced, no emphasis
\end{itemize}
The latter two formats have each been provided to one student only. 14pt and 17pt have been provided on several occasions. 

Why they are needed:
\begin{itemize}
\item ``I could really do with an enlarged font version.''
\item ``Without the lecture notes there is no point in being there...''
\end{itemize}

Why they \emph{must} be updated:
\begin{itemize}
\item ``the confusing part is when lecturers change the order of things round completely''
\item ``the lecturer often strays from the official course notes.''
\item Students receiving these notes can lose track in lectures quite rapidly as they are not able to see the board clearly/at all. 
\end{itemize}

\item ``Could I have the \LaTeX?!'': We have provided the \LaTeX~ sources to two students 
\begin{itemize}
\item For one student the comments had to be removed. The student learnt \LaTeX~ in third year because they could no longer effectively produce handwritten notes and wished to continue annotating the full notes provided. 
\item For a second student ``human readable'' \LaTeX~ was provided. The screenreader used by the student (or any other available) cannot read the mathematics in PDF or Word documents. The student read the \LaTeX~ source but found commands present solely for visual layout etc. to impede reading so these need to be removed. 
\end{itemize}
\item Editable formats for students who don't know \LaTeX: requested but can't be provided...

Why are they needed: because the students often prefer to adjust the materials to their own requirements and are best placed to do so, if we can enable this. 
\begin{itemize}
\item ``I should be okay with [the notes already available from the lecturer] as long as I can adapt them as needed...''
\item ``I wondered if I could get some editable ones as theres lots of gaps and font size changes on the PDFs online which make it really hard when I'm trying to read them.'' 
\item A regular request: ``Can you correct the error on ******* notes?''. Some students find it difficult to ignore or work round errors in notes and genuinely require a correct version but the format means they cannot alter it themselves. This sometimes results in confusing and time-consuming conversations between the student, the staff providing notes and the lecturer: ``where exactly is the error?!''.
\end{itemize}
\item Formats which work with text-to-speech: not requested but students report that... ``This doesn't work...''
\begin{itemize}
\item Some students report their frustration that text-to-speech does not work or ask if it is possible. Since equations are interspersed with text this even impedes students who primarily wish to hear the English text aloud rather than the equations themselves.  
\end{itemize}
\end{itemize}

\subsection{Staff view}

Whether staff and departments are willing to use a method to create
learning resources is a key concern. To increase the uptake of any
proposed methods it is ideal if they reflect those already in use and
provide much of the same functionality. We sought input from teaching
staff but also from staff employed in producing accessible versions of
mathematical documents.

\subsubsection{Teaching staff}

A survey was directed at teaching staff in mathematics at three
institutions to ascertain the type of mathematical resource they
typically produced, the underlying format in which they worked (and
their minimum requirements for this), the formats in which they
provided resources to students and their experience, if any, of
supplying accessible notes.

We additionally asked if staff would be willing to share
representative samples of their resources with us for research
purposes and, with their permission to be anonymously quoted (fully or
partially) in any resultant guidance.

We received 45 responses 16 of which also provided representative
samples; 12 of the sample sets are available for us to quote from and
we hope to provide guidance on working with legacy documents in the
future.

Staff produced a wide range of mathematical resources (figure
\ref{notes-create-graph}). The majority of staff are using a mixture of
handwritten, \LaTeX~ and Microsoft Office formats in which to encode
their resources (figure \ref{notes-sort-graph}).

\begin{figure}[!hptb]
  \nextalt{This is a bar chart showing the number of survey
    respondents who created different types of mathematical resource:
    slides, 20; personal notes, 21; student outline, 28; student full,
    30; problem sheets, 43; solution sheets, 42; coursework briefs,
    18; examinations, 41; other, 3.}
\includegraphics[width=\textwidth, angle=0]{notes-create-graph.png}
\caption{The type of mathematical resources respondents produce.}\label{notes-create-graph}
\end{figure}

\begin{figure}[!hptb]
  \nextalt{This is a bar chart showing the number of survey
    respondents who use various production formats for their
    mathematical resources: handwritten, 22; audio/video, 1; LaTeX,
    37; TeX, 7; Microsoft Office, 13; OpenOffice, 1; Scientific Word,
    1; MathType, 5; other, 2.}
\includegraphics[width=\textwidth, angle=0]{notes-sort-graph.png}
\caption{The format in which staff produce mathematical resources}\label{notes-sort-graph}
\end{figure}


Staff used a very wide range of methods to create images (there was
little duplication) and so there appears to be the need to cater for
the inclusion or conversion of multiple image formats. This includes
catering, if possible, for images created within using \LaTeX~ using
the \verb=picture= environment and packages such as
\verb=xypic=,\verb=pb-diagram= and \verb=pstricks=.

A variety of \LaTeX~ packages were in use for learning resource
production. Respondents listed the following packages (group loosely
by purpose) as being packages without which they would not be able to
produce resources:
\begin{verbatim}
amstex, amsmath, amssymb, amsfonts, amsthm, amsbsy, eucal, mathtools,
beamer (class),
graphics, graphicx, epstopdf, xy, epsf,
color,
enumerate, fancyhdr, listings, natbib,
ifthen,
latexsym, stmaryrd, bm, esint, xspace,
fontenc
\end{verbatim}
One respondent his own packages and class files. 

We were able to view the preambles of the sample documents and the
above does not capture all the packages actually \emph{used}. The
exceptions were (in no useful order at all):
\begin{verbatim}
epsfig, verbatim, url, paralist, array, calrsfs, mathrsfs,
psfrag, lscape, pstricks, cancel, cases, geometry, keyval,
multicol, babel, inputenc, times, pgfpages, newlfont, 
datetime, makeidx, ulem, mathdots, hyperref
\end{verbatim}

Staff tend to provide students with handwritten or PDF documents
(figure \ref{notes-students-graph}), this latter appears to include resources
which were created in Word. One sample set of resources did include
Word documents and exported PDF versions.

\begin{figure}[!hptb]
  \nextalt{This is a bar chart showing the number of survey
    respondents who provide various formats of mathematical resources
    to students: formats with no equations, 5; handwritten, 19; PDF
    slides/document, 41; HTML with images, 2; HTML with MathML, 2;
    PowerPoint, 6; Word, 7; OpenOffice, 0; Scientific Word, 0; audio,
    1; video, 0; structured e.g. mind-maps or flow-charts, 0; Daisy,
    0; other, 1.}
\includegraphics[width=\textwidth, angle=0]{notes-students-graph.png}
\caption{The format in which staff provide mathematical resources to students}\label{notes-students-graph}
\end{figure}

In response to the question ``Have your mathematical learning
resources been converted into/produced in any output formats
specifically for a disabled student by you or your department?'', 15
respondents said yes, 9 were unsure and the rest had not. Only 1
respondent was able to create the resource format required
automatically from their usual production format.

\subsubsection{Support staff}

A small group of 'expert users' employed in producing accessible
mathematical documents at two institutions were identified. The
'expert users' could not produce the required output formats from a
single master though each could produce some of the specific formats
to requirements. This included various large and clear print formats in
PDF and hard-copy, provision of raw \LaTeX~ or 'human readable'
\LaTeX~ directly to students and MathML enabled formats to permit
screenreader and text-to-speech access, created using on-the-fly
translation from \LaTeX~ snippets in web pages (using LaTeXMathML,
MathJax and ASCIIMathML). Staff were also aware of full document
transformation and the benefits of MathType but notes were not
produced using Word locally.

The cost of producing inflexible learning resources was noted. These
require costly adjustments to be made in reaction to individual
requirements and this may be the work of specialist support staff. In
the Department of Mathematical Sciences at the University of Bath,
over the last seven years, support staff have produced full notes of
courses in a variety of accessible formats. 

Staff found it difficult to reuse old versions of resources though
sometimes they found it possible to produce a single version which was
acceptable to all the students requiring notes on a specific
module. However, this was not always the case, new versions of
resources were sometimes produced for each specific set of
requirements. Staff found that the versions they created for
particular students are not updated by teaching staff. As a result new
formats for some modules were produced three times in the seven year
period.

There were examples where students accepted a format that was not
completely to their requirements because a better format could not be
created e.g. Speech but no useful Braille output, non-editable format.

\section[Production of the methods]{Process used to the produce the methods}

We used a set of documents each capturing a single component of
structure e.g. a list, an equation array, an image or a table. The
equations used were chosen to cover a range of one and two dimensional
layouts e.g. symbols mixed with relations, sub- and super-scripts,
matrices, roots or fractions. We transformed each document with each
technology and evaluated the results.

We next used Representative sample documents provided by survey
respondents as complex inputs to test the identified transform
technologies. Often no output was produced; the cause of this was
recorded as a constraint and removed to produce a new input
document. If output could be produced this was evaluated. We discarded
document transform technologies if they were too constrictive or
unstable for our purposes or if the results difficult to realistically
evaluate. In some cases we identified problems which we felt could be
overcome. These were recorded as barriers but proof of concept work
rounds were produced and evaluated.

Some of these experiences are recorded in section \ref{costs}. A full
account of the decisions made is outside the scope of an overview
document!

We produced integrated test documents formed of structural components
which met the recorded constraints then extended these to include a
range of mathematical symbols and commands (those available in \LaTeX~
with limited packages on the one hand and in Word on the other). The
remaining transform methods were applied simultaneously to these and
each output evaluated. We iteratively adjusted the symbol, command,
style and working process constraints until all output formats were
correct within certain tolerances. These tolerances were recorded as
remaining barriers.

Finally, the constraints and methods were documented and a member of
staff not involved in the above trialled the process.

\section{Evaluation}

Evaluation had two objectives: to measure the progress in attaining
correct output documents and to evaluate the impact of using the final
method in document production.  The iterative evaluation and
adjustment of the transformation methods, first at a component level
and then at an integrated document level, using an 'expert user' to
carry out all evaluations, is akin to software testing methodologies
in which access to users is limited. The evaluation goal was to locate
and record defects in the output (or, if no output was produced to
determine the cause). Output was checked visually and with relevant
assistive software, for correctness by comparison and for usability
via a heuristic inspection.

The baseline for document production was established from staff
input. None of the sample documents could be used to automatically
produce multiple formats and most could not be transformed
successfully without alteration. Of the 45 survey respondents 15 had
had resources produced in an output format specifically for a disabled
student and a further 9 were unsure whether this had occurred. Only 1
member of staff reported that they had been able to produce the
required format without assistance.

To evaluate the impact of using the methods we asked an expert user to
encode a series of handwritten sample documents. We evaluated the
outputs produced and the expert user answered a series of questions to
ascertain their views on the methods, the additional costs involved
and the challenges experienced.

The expert user took one hour to comprehend the main restrictions of
the process but frequently needed to search the guidance documents for
details. On the first attempt details were missed which caused all
diagrams to be lost. Her feedback also exposed an incomplete
understanding of the restrictions. Her difficulties highlighted the
exacting technical nature of the task even for an expert user. The
searches for technical information imposed an extra cost to producing
the documents. She felt she would eventually learn the restrictions
and, asked to disregard the overhead, stated ``I believe this is as
long as it would have taken me working in the usual way [to create one
specific format]''. On reaching full understanding of the methods, she
concluded they were flexible enough and saw they could be expanded in
the future.  She noted that ``establishing a common standard for
producing notes is the best way to not only produce accessible notes
but to ensure easy transition between lecturers for a course''. The
main costs beyond production overheads were software set up on two
operating systems and performing the transformations for each
document.  These overheads are not insubstantial and again required
instructions to be followed precisely.

The experience of the expert user and the integrated document
evaluations confirmed that while production of correct documents is
possible the methods are technically exacting (even the smallest
deviations can lead to no or incorrect output). The required precision
is due to missing or incorrect software functionality. Staff
specialising in accessible mathematical document preparation have
experience in following precise procedures in this work. We concluded
that they will be best placed to produce the master documents in the
first instance, to transform the documents as required for individual
students and to advise teaching staff updating masters. The final
stage of the evaluation would have involved user tests by teaching
staff. The conclusions already drawn suggested that this was
unrealistic. It was inappropriate to ask staff to spend a substantial
amount of time attempting to test the methods so the plan was
abandoned.

We have derived and documented structure, command, style and symbol
constraints which permit multiple formats to be produced. Staff
specialising in mathematical document production for disabled students
will be able to produce, from a single master (figure \ref{master}),
formats including large print PDF (figure \ref{LP}), also suitable for
small screens such as some e-book readers, browser independent formats
Figure 3: text-to-speech enabled format suitable for small screens and
large print produced from \LaTeX~ master on screen, formats accessible
to text-to- speech technologies (figure \ref{speech}), editable
formats (figure \ref{edit}) and formats suitable for screenreader use
(speech and/or some form of Braille).

\begin{figure}[!hptb]
  \nextalt{Image of a standard print PDF document containing equations
    which span the line.}
\includegraphics[width=\textwidth, angle=0]{standard.jpg}
\caption{standard PDF output from \LaTeX}\label{master}
\end{figure}

\begin{figure}[!hptb]
  \nextalt{Image of the output large print PDF document, the equations
    have been reflowed to fit the page width.}
\includegraphics[width=\textwidth, angle=0]{large.jpg}
\caption{large print (20pt, reflowed mathematics) produced from \LaTeX~master}\label{LP}
\end{figure}

\begin{figure}[!hptb]
  \nextalt{Image of a web page containing equations, the equations are
    highlighted in yellow with an integral symbol with limits 0 and 3
    highlighted in blue. An image of a speech bubble has been added,
    it contains the text ``Integral from 0 to 3''.}
\includegraphics[width=\textwidth, angle=0]{speaking.jpg}
\caption{text-to-speech enabled format produced from \LaTeX~master}\label{speech}
\end{figure}

\begin{figure}[!hptb]
  \nextalt{Image of three superimposed formats of the same document
    each with additions being made to the text.}
\includegraphics[width=\textwidth, angle=0]{editable-formats.jpg}
\caption{editable formats produced from \LaTeX~master (with example
  annotations and alterations in progress)}\label{edit}
\end{figure}


The project has positively impacted practice by:
\begin{itemize}
\item increasing the knowledge and expertise of staff who produce and
  advise on the production of accessible learning materials in
  mathematical sciences and
 \item providing a method to reduce resource production and
   maintenance costs, helping to ensure sustainable access for
   disabled students to formats suited to their needs.
\end{itemize}

\clearpage

\section[Costs, risks, barriers]{Costs, risks and remaining barriers\label{costs}}

It is \emph{strongly} recommended that the reader does not attempt to
read this section if they have not at least skimmed the guidance on
document production and transform methods from the main site. It is
questionable how much sense the section will make without some insight
as to the restrictions and requirements of the methods.

We recommend that separate \emph{Linux and Windows 7 machines} be used
(the Linux software requires only command line interface). We
used a dual boot machine and spent quite a lot of time rebooting...

The following is a list of necessary software on the two
operating systems. Please see appendix \ref{fulllist} for links to
further information about the software.

Linux:
\begin{itemize}
\item TeXLive 
\item ImageMagick 
\item C, Python and Flex. 
\item Stix fonts or other fonts to enable a visual check of MathML output in Linux. 
\item A PDF viewer and web browser.
\item TeX4ht.
\item PlasTeX compiled from source with our changed files incorporated --- see the transformations document for instructions.
\item Our proof of concept code for producing \LaTeX~ for large print PDF and for input to TeX4ht in order to produce LibreOffice documents. Requires Flex and C to compile --- see the transformations document for instructions. 
\end{itemize}

None of the above software has a direct cost however, the installation and maintenance of the system will require \emph{staff time}.

Windows: 
\begin{itemize}
\item Software which must be \emph{purchased}:
\begin{itemize}
\item Office 2010.
\item MathType (minimum version 6.8 required).
\item Word2TeX.
\item Software for testing purposes only:
\begin{itemize}
\item Multiple browsers.
\item Screenreader and literacy support software from the list: \url{http://www.dessci.com/en/solutions/access/atsupport.htm#Reader_Tools}
\item BaKoMa.
\item ChattyInfty (if exploring options for speech and Braille). 
\end{itemize}
\end{itemize}
\item Software which has no direct cost but will require \emph{staff time} to install and maintain:
\begin{itemize}
\item LibreOffice.
\item MathPlayer (version 2.2 required). 
\item \LaTeX-access and LaTeXLex (if exploring options for speech and Braille). 
\end{itemize}
\end{itemize}

Time for an expert user to \emph{gain a basic understanding} of the key
restrictions is approximately 1 hour but from experience they will
need to produce and transform \emph{several practice documents} to reach a full
understanding. Once this has occurred the only remaining time overhead
in the creation of the master documents is the \emph{extra work
required to incorporate EPS diagrams into documents}.

Transformation of the documents cannot be truly automated as a
single transform may rely on two operating systems and on the use of
software with a GUI interface. The \emph{transformations are completed
without change to the master document}. With careful use of make files,
scripts, macros and storage of files \emph{many steps can be
completed with limited user intervention}. \emph{Some steps appear to scale
badly} with the number of equations in a document but we have not
quantified this.

We recommend that support staff focused on the task produce masters,
transform from masters to other formats as required and advise staff
updating master documents. \emph{Specialist staff time is likely to be
  the most substantial cost}. Assuming such staff are already employed
to produce accessible formats this cost will diminish over time
provided that master documents are updated.

\subsubsection*{Use of open source, free software}

All transforms from \LaTeX~ rely on open source, free software.  There
remains the risk that this software is not updated in the future and
ceases to be viable on a modern computer. This is a wider question for
the mathematical community which uses these tools. To attempt to
quantify this risk we provide \emph{factual} information about some of the
tools, as of 31st May 2012, which may allow a reader to investigate further.

\begin{itemize}
\item TeX4ht: was created by Eitan Gurari at Ohio State University, he died unexpectedly in June 2009. It is stated on the new TeX4ht website, hosted by TUG (TeX User Group) that ``With the encouragement and support of Eitan's family, CV Radhakrishnan and Karl Berry are now working on the package. Involvement by other volunteers, from bug reports to major new development, is welcome and needed''; ``No full post-Eitan release has been made to date''; ``In TeX Live, we have installed small updates to hyperref.4ht, biblatex.4ht, and nameref.4ht (and no other files). All other development changes remain solely in the source repository.''. The source repository was last updated on 25th April 2012. 
\item PlasTeX: Kevin Smith is the contact name, registered on sourceforge in October 2004, he last updated the source on 30th April 2012. The sourceforge site notes that it remains a ``beta'' release. 
\item LibreOffice: is a project of the not-for-profit organisation, ``The Document Foundation'' \url{http://www.documentfoundation.org/}. Full information about the foundation can be found at that page.  
\item MathJax: is a joint project of the American Mathematical Society, Design Science, Inc., and the Society for Industrial and Applied Mathematics. These organisations also provide major funding. The list of MathJax sponsors can be found at \url{http://www.mathjax.org/sponsors/}
\item \LaTeX-access: was created by Alastair Irving and Robin Williams. They ask that if you are interested in assisting with the project, even in a small way, to e-mail them. The last update to their sourceforge repository was on 27th May 2012.
\end{itemize}

Of course, some of the above appear to have substantial funding and community support. It is possible that their future is more secure than some of the commercial products we have used. 

\subsubsection*{Specific risks and barriers}

We attempt to capture some of the more specific remaining risks and barriers noted throughout the project. We have undoubtedly missed something and will probably update this section in the future.  

Some methods are currently reliant on our own proof of concept work
rounds. This is a \emph{major risk}. Our proof of concept work rounds may not
be reliable, may not be updated and ultimately may not be the correct
approaches. They were \emph{created to overcome known} bugs, issues or missing
functionality in software.
\begin{itemize}
\item \emph{Unclear situation with respect to native MathML support in browsers:} the lack of native browser support for MathML rendering led us to MathJax as an interim solution for large print/small screen devices while retaining the possibility of speech in IE with MathPlayer. We found that a full \LaTeX~ to MathML converter was needed for completely correct speech. However, this format cannot be rendered by most browsers. MathJax is not the work round --- the particular manner in which we are producing files which render using MathJax is a work round.

We have provided a proof of concept renderer for PlasTeX which retains the \LaTeX~ of equation environments within the HTML and incorporates MathJax into the header. This renderer should be completed and submitted to PlasTeX. PlasTeX was a chosen technology due to the production of an interim document model which would allow rendering to multiple formats perhaps including mind-maps or other visually organised notes. It was also the simplest method to created a proof of concept of MathJax. In this respect we believe that improvements to PlasTeX offer significant gains. 


\item \emph{Unclear situation with respect to linebreaking:} the \verb=breqn= package cannot be used in master documents as no \LaTeX~ to MathML converter, including those we use (TeX4ht and MathJax) supports it. Automated linebreaking is not available in all output formats. The \verb=breqn= package is the only available method to produce hard copy reflowed, large print mathematical documents. MathML3 supports linebreaking and MathJax (with the HTML-CSS renderer) supports this. However, MathJax webpages do not currently produce stable enough hard copy print output. TeX4ht and similar do not yet support MathML3. TeX4ht are currently undecided whether to support the \verb=breqn= package or to use the automated linebreaking in MathML3 \url{http://www.cvr.cc/mathml-3-and-tex4ht/}.

The lack of support for any automated line-breaking in TeX4ht, along with the lack of browser support for MathML is what led us to MathJax as an interim solution for large print/small screen devices with some possibility of speech. However, TeX4ht remains the only software which produces a screenreader ready version. Automated linebreaking for mathematics is a fairly young technology; it is hoped that the correct method becomes clearer with time. 

Knowledge that automated linebreaking might occur is required for authors to protect subparts of equations from linebreaking or to ensure that they have a full understanding of the implications of linebreaking for their encoding of content. In the present methods authors are divorced from direct experience of this when compiling their master as \verb=breqn= cannot be used directly. 


\item \emph{PlasTeX missing functionality:} code to deal correctly with \verb=newtheorem= commands in \LaTeX~ appears to be incomplete; a basic and incomplete work round to this provided in our additional files does not encompass numbering or labels and references to any environments produced by \verb=newtheorem=. The code is an incorrect approach put in place to avoid loss of the environment title. The missing functionality is reported at \url{http://sourceforge.net/tracker/?group_id=120835} (bug 3061855, reported 2010). 

It does not seem possible to insert alternative text for included images using PlasTeX. This is a key barrier to using this format with a screenreader regardless of the accessibility of the renderer used. 

The renderers provided by PlasTeX are not aware of all equation environments. However, we do not recommend use of these in any case. 

\item \emph{MathJax vs PlasTeX numbering:} We have encoded a requirement that equation numbering is by subsection and that the equation counter is reset by hand at the start of all sections and subsections and altered nowhere else (tag and notag also cannot be used but this is a stricter requirement as they can't be transformed by some software). This soft requirement on the numbering mode is very restrictive and applied solely to ensure that the numbering in all other formats is equivalent, but not even identical, to the PlasTeX produced HTML+MathJax rendering. The HTML+MathJax format is intended for large print/small screens and the output is broken into pages of a crosslinked website. This will greatly improve navigation for some students. Currently we ``ask'' MathJax to number the equations on each subpage. 

Requiring PlasTeX to produce the numbers may be possible and this would be a more appropriate method. The current risk is that authors either forget to reset page numbers, choose not to or ask PlasTeX to break the document in a non-default manner. All formats will then have internally consistent but non-equivalent equation numbering.    

\item \emph{Requirement to use local Unicode transformation files with TeX4ht:} In order to produce completely correct speech in the XHTML+MathML format, for every symbol permitted, unicode fonts had to be used. However, this produces unicode ligatures within the English text and these \emph{cannot} be spoken correctly. This is a known behaviour \url{http://bugs.debian.org/cgi-bin/bugreport.cgi?bug=307647} and the recommended approach is to alter the unicode transformation files. This was completed for some but not all \verb=unicode.4hf= files in the system. Rather than forcing a user/maintainer to alter parts of TeX4ht we have introduced local versions for the particular command we recommend. This adds an additional risk in that the transformation will appear visually correct if this file is not present in the directory but will not be read correctly by screenreader or text-to-speech. 

In order to produce correct rendering of the various permitted symbols in the transformation to Word+MathType we must use the unicode expected by MathType (some are in the Unicode Private Use Area, see \url{http://www.dessci.com/en/support/mathtype/tech/encodings/mtcode.htm}). A second \verb=unicode.4hf= file for the \verb=oolatex= command was produced. The unicode produced by this command will not render successfully in the interim office formats, only once the full sequence of transformations to MathType format has been completed. There is a risk that interim formats will be used in the belief they are correct as this does not affect all symbols. There is a risk that if the \verb=unicode.4hf= file is missing from the directory that the transformation to Word+MathType will be incorrect. 

Considering both of the above factors, there is a risk that the two different \verb=unicode.4hf= files, for XHTML and office transformations will be mistaken for each other. The files cannot be renamed. Due to this the two TeX4ht transformations \emph{must} take place in different directories. This is an additional risk. 

Despite the above, TeX4ht was retained as the most stable and configurable \LaTeX~ to MathML transformation experienced and the one in which additional \LaTeX~ packages are likely to be supported without production of configuration files (TeX4ht was the only transform to be successful on a test document using author provided documentclass and packages). This is the only method by which correct speech has been produced for mathematics alphabets such as blackboard bold, calligraphic etc. in XHTML and MathML. 

\item \emph{Requirement to use local configuration files with TeX4ht:} the local configuration files provided allow included images to be dealt with and alternative text for these to be inserted into the XHTML+MathML format. The configuration files are also necessary to combat difficulties with sub- and super-scripts explained at \url{http://www.tug.org/applications/tex4ht/mn3.html#QQ1-3-14}. Three possible work rounds are advised on that page but only the one we have used functions with the office transform as well as the XHTML+MathML transform. The main risk is that the configuration files are not present in the directory. This will cause unpredictable behaviour depending on the content of the \LaTeX~ file. The secondary risk is that users do not note that they must update the configuration file as per the content of their preamble. 
 
\item \emph{LibreOffice bugs with MathML import:} This bug is reported at \url{https://bugs.freedesktop.org/show_bug.cgi?id=47414}. The bug also exists in OpenOffice and dates back to \emph{at least} 2006. Our proof of concept work round for this produces a variant of the \LaTeX~ file which forces sub- and super-scripts to appear not to be a single symbol and all array cells to be non-empty (by effectively introducing \verb=""= in both cases). This forces the output from TeX4ht to produce MathML within the ODT format document which avoids the known cases of the bugs. LibreOffice is used as an interim format (after use of TeX4ht) to enable the ultimate production of Word documents for use with MathType. Multiple transformations of this type hold their own risk as errors may accumulate. It is possible that different software would be more appropriate.  
\end{itemize}

Other risks and barriers include:
\begin{itemize}
\item \LaTeX~ is both more ``relaxed'' and provides far greater flexibility than the transformation methods. All of the following may result in failed or no output:
\begin{itemize}
\item Common typos; 
\item Common author practices which are not recommended but apparently tolerated by \LaTeX;
\item Incorporating untested \LaTeX~ packages;
\item Change in preamble ordering.
\end{itemize}
The guidance on writing \LaTeX~ documents must be followed precisely and documents checked carefully for the above if output fails. Further information on the above is given in the guidance document. 

\item Known bugs, issues or missing functionality for which there is no work round (tolerances):
\begin{itemize}
\item The symbol, command and environment set permitted by all transforms is relatively limited. Some authors may have difficulty encoding their learning resources within the restrictions.   
\item In \LaTeX~ certain types of environment can not be permitted within lists.
\item The method for working with EPS diagrams and psfrag may be a restriction which some authors are unwilling to work within. 
\item Lists of theorems, figures, glossaries and indexes cannot be produced from \LaTeX.
\item The eqnarray environment is not numbered by MathJax \url{https://github.com/mathjax/MathJax/issues/229} though see above risks associated with the current approach to numbering in this format. 
\item Mathematics alphabets (e.g. blackboard bold, calligraphic) appear not to be voiced correctly when published to MathPage by MathType and read by MathPlayer (and hence any speech technology reading the page). This is also true for MathJax pages rendered using MathPlayer but \emph{not} the case for TeX4ht output.  
\item Some two dimensional layouts simply cannot be accommodated beyond a certain font size. This requires the document author to consider elision but they may have difficulty ascertaining what types of structure or sizes of structure may cause reading difficulties. See \LaTeX~ guidance notes for comments on this. 
\item URLs, in particular still sometimes overrun the RHS as they contain no natural breaking points and these cannot be introduced while retaining the live link in the HTML/XHTML versions.
\item URLs containing ampersands cannot be included in documents which are transformed to XHTML formats. 
\item Commuting diagrams with diagonal arrows cannot be produced without working in a separate document, compiling it to a PDF and including the PDF as an image. All available packages were tested and all fail to be incorporated (or disrupt the transformations).
\end{itemize}

\item Missing output formats:
\begin{itemize}
\item A clear process for producing correct UK Braille did not emerge, all of the tested software was either too constrictive for incorporation in the general method, too unstable or too difficult to realistically evaluate in the time frame. Various possibilities for working with the \LaTeX~ source exist and were trialled. None have a symbol set as large as the general method but the focus on software which retains the \LaTeX~ commands which are not transformed is a possible work round. It is recommended that departments work closely with any student using Braille as a reading format in exploring these methods and brief information about them is in the transform guidance document.   
\item The process for working with \LaTeX~ beamer documents not yet stable but we hope to deliver some guidance on this in the future as it is a commonly required set up. 
\item A clear process for working with PowerPoints did not emerge although some guidance as to how to improve the accessibility of PowerPoint documents containing equations can be given and we hope to provide this in future. 
\item Clear guidance on using handwriting as an input method did not emerge but some guidance on this can be given and we hope to provide this in future. 
\item The production of a process for creating a visual organiser as an interface to long documents was not stable. It seems likely that this should be approached as a renderer from the PlasTeX document model but this was not considered at the time. 
\end{itemize}
\end{itemize}

From a staff point of view the methods require a change in mindset away from typesetting or ``What you see is what you get'' (WYSIWYG) approaches to document production. This in itself may be a barrier. 

Finally, a remaining barrier is that students and their support staff may not know how to use the software or resources effectively. For instance, using text-to-speech software with XHTML+MathML requires installation of MathPlayer and knowledge of how to request the text-to-speech software to read the resource. Guidance and possibly training for students and staff may be required. 

\subsection{Further development and sustainability}

Staff producing mathematical resources for disabled students will
embed the use of these methods in their own practice and in their
advice to teaching staff. We did not approach students to provide
feedback on the documents. In most cases they would have needed to
learn new facets of an assistive technology and would have derived no
immediate benefit from this time-consuming experience. As 'live'
learning resources become available in multiple formats we will
provide guidance for students and their support staff on how to read
and use the formats effectively. Feedback from staff and students can
then be used to develop the methods further. Dissemination of the
methods may also result in further feedback and adjustments. As the
methods are developed further or should new software functionality
become available the online resources can be updated.

A second avenue for further development, which is required for
sustainable use, is to work with the various software publishers and
open source communities to patch bugs, improve functionality and
ensure long term viability of the required software. Such work would
eventually widen the viable user group of the proposed methods and
improve the sustainability of them.


\ifplastex
\section*{References}
\fi

\addcontentsline{toc}{section}{Bibliography}
\begin{thebibliography}{99}

%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%

\bibitem{parnotes} Cardetti, F., Khamsemanan, N. \& Orgnero, M.C.,
  ``Insights regarding the Usefulness of Partial Notes in Mathematics
  Courses'', Journal of the Scholarship of Teaching and Learning,
  vol. 10, no. 1, pp. 80-92, 2010.

%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%

\bibitem{gpguide} Cliffe, E. \& Rowlett, P. eds., ``Good Practice on
  Inclusive Curricula in the Mathematical Sciences'', National HE STEM
  Programme: Mathematical Sciences HE Curriculum Innovation Project,
  2012. Available at: \url{http://mathstore.ac.uk/node/2095} [Accessed
  27-May-2012].

\bibitem{scips} Chapman, V., ``Strategies for Creating Inclusive
  Programmes of Study (SCIPS)'', 2005/7. Available at:
  \url{http://www.scips.worc.ac.uk/} [Accessed: 28-Oct-2011].

\bibitem{dart} Loughborough University, ``Disabilities: Academic
  Resource Tool (DART)'', 2005. Available at:
  \url{http://dart.lboro.ac.uk/tool/index.html} [Accessed:
  01-Nov-2011].

%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%

\bibitem{maddox} Maddox, S., ``Mathematical equations in Braille'',
  MSOR Connections, vol. 7, no. 2, pp.45-48, 2007.

\bibitem{whapples} Whapples, M., ``Obtaining Braille mathematical
  documents'', MSOR Connections, vol. 7, no. 3, pp. 18-21, Oct. 2007.

\bibitem{needsblind} Stanley, P. ``Assessing the Mathematics Related
  Communication Requirements of the Blind in Education and Career'',
  in ICCHP '08 Proceedings of the 11th international conference of
  Computers Helping People with Special Needs, pp. 888–891, 2008.

\bibitem{cliffe} Cliffe, E. ``Accessibility of mathematical resources:
  the technology gap,'' MSOR Connections, vol. 9, no. 4, pp. 37–42,
  Nov. 2009.

\bibitem{rowlett} Rowlett, E. J. ``Accessibility in MSOR: one
  student's personal experience'', MSOR Connections, vol. 8, no. 1,
  pp. 27–30, Apr. 2008.

\bibitem{rowletts} Rowlett E. \& Rowlett, P., ``Visual impairment in
  MSOR'', MSOR Connections, vol. 9, no. 4, pp. 43-46, 2009.

\bibitem{RNIB} RNIB, ``Clear Print'', 2011. Available at:
  \url{http://www.rnib.org.uk/professionals/accessibleinformation/text/pages/clear_print.aspx}
  [Accessed May 27, 2012].

%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%

\bibitem{gpdeaf} Mole, J. \& Peacock, D., ``Learning, teaching and
  assessment: A guide to good practice for staff teaching d/Deaf
  students in science and engineering.'' University of Wolverhampton,
  2005.

\bibitem{deaf} Easterbrooks, S., Stephenson, B. and Mertens, D.,
  ``Master Teachers' Responses to Twenty Literacy and
  Science/Mathematics Practices in Deaf Education,'' American Annals
  of the Deaf, vol. 151, no. 4, pp. 398-409, 2006.

%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%

\bibitem{perkincroft} G. Perkin and T. Croft, “The dyslexic student
  and mathematics in higher education,” Dyslexia, vol. 13, no. 3,
  pp. 193–210, Aug. 2007.

\bibitem{pentech} Graves, L. \& Plant, S. ``An Attitudinal Study of
  Pen Technology and Web-based Recordings to Accommodate Students with
  Disabilities in Post-Secondary Science, Technology, Engineering, and
  Math Courses,'' The Impact of Tablet PCs and Pen-based Technology on
  Education: Going Mainstream, 2010, pp. 39-46, 2010.

\bibitem{webb} Webb, S. D., ``Accessibility of University
  Mathematics'', MSOR Connections, vol. 11, no. 1, pp. 42–47, 2011.

\bibitem{dysspeech} Freda, C. et al., ``Dyslexia: Study of
  Compensatory Software Which Aids the Mathematical Learning Process
  of Dyslexic Students at Secondary School and University'', Computers
  Helping People with Special Needs, LNCS 5105/2008, pp. 742-746,
  2008.

\bibitem{iansyst} Iansyst, ``Technology For Supporting Dyslexic
  Students Using Mathematical Notation And Scientific Language'',
  2007. Available from:
  \url{http://www.dyslexic.com/articlesearch.asp?type=Technology}. [Accessed:
  31-May-2012].

%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%

\bibitem{singlesource} Sojka, P. \& R\r{u}\v{z}i\v{c}ka, M.,
  ``Single-source publishing in multiple formats for different output
  devices'', TUGboat vol. 29, no. 1, XVII European TeX Conference,
  pp. 125-131, 2007.

\bibitem{toolboxblind} Godfrey, A. J. R., ``Putting it all together
  --- A blind person's perspective on developing a toolbox for
  document preparation'', Inftyreader.org, 2012. Available from:
  \url{http://inftyreader.org/18GodfreyPutting.pdf}, [Accessed
  15-May-2012]

\bibitem{blended} Sojka P. \& Plch, R., ``Technological challenges of
  teaching mathematics in a blended learning environment'',
  International Journal of Continuing Engineering Education and Life
  Long Learning, vol. 18, no. 5, pp. 657–665, Jan. 2008.

%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%

\bibitem{cooper} Cooper, M., ``Making Mathematics Teaching Inclusive
  -- Access for Disabled Students to Symbolic Languages in Electronic
  Media'', MSOR Connections, vol. 6, no. 4, pp. 29-37, 2006.

\bibitem{cooper2} Cooper, M., Lowe, T. \& Taylor, M. ``Access to
  mathematics in web resources for people with a visual impairment:
  Considerations and developments in an open and distance learning
  context'', Computers Helping People with Special Needs,
  vol. 5105/2008, pp. 926–933, 2008.

\bibitem{mathml} W3C, ``Mathematical Markup Language (MathML) Version
  3.0'', 2010. Available at:
  \url{http://www.w3.org/TR/MathML3/}. [Accessed 31-May-2012]

\bibitem{vecgraph} Stanley, P. B., Bledsoe, C. \& Karshmer, A. I.,
  ``Utilizing Scalable Vector Graphics in the Instruction of
  Mathematics to the Print Impaired Student'', in Computers Helping
  People with Special Needs, 2004, pp. 626–629.

\bibitem{linebreak} Downes, M. ``Breaking equations'', TUGboat,
  vol. 18, no. 3, 1997.

\bibitem{w3c} W3C, ``The W3C MathML software list'',
  2012. Available at:
  \url{http://www.w3.org/Math/Software/}. [Accessed: 31-May-2012].

\bibitem{OUtalk} McKain, D., Talk:``Translation of TeX to XML and
  MathML'' given at Technical Aspects of Mathematical Content
  workshop, Open University, 9th Sept. 2009. Video and slides
  available via:
  \url{http://stadium.open.ac.uk/stadia/preview.php?whichevent=1393},
  \url{http://stadium.open.ac.uk/webcast-ou/documents/mc09_david_mckain_conversion.pdf}.

\bibitem{compmathml} Stamerjohanns, H. et al., ``MathML-aware article
  conversion from LaTeX. A comparison study'', Towards a Digital
  Mathematics Library, Grand Bend, Ontario, Canada, July 2009,
  pp.109-120, 2009.

\bibitem{tex4ht} Gurari, E. ``TeX4ht: HTML Production'', TUGboat,
  vol. 25, no. 1, 2004.

\bibitem{plastex} Arnold, T., ``plasTeX: Converting LaTeX Documents to
  Other Markup Languages'', The PracTeX Journal, TeX Users Group,
  vol. 3, 2008.

\bibitem{archive} Stamerjohanns, H. et al., ``Transforming Large
  Collections of Scientific Publications to XML'', Mathematics in
  Computer Science, vol. 3, pp. 299–307, Feb. 2010.

\bibitem{latexml} Ginev, D. et al., ``The LaTeXML Daemon: Editable
  Math on the Collaborative Web'', in Intelligent Computer
  Mathematics, vol. 6824, J. H. Davenport, W. M. Farmer, J. Urban, and
  F. Rabe, Eds. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011,
  pp. 292–294.

\bibitem{mathjax} Cervone, D., ``MathJax: A Platform for Mathematics
  on the Web.'' Notices of the AMS, vol. 59, no. 2, pp. 312-316, 2012.

\bibitem{mathplayer} Soiffer, N. ``MathPlayer: web-based math
  accessibility'', in Proceedings of the 7th international ACM
  SIGACCESS conference on Computers and accessibility, New York, NY,
  USA, 2005, pp. 204–205.

\bibitem{mathgenie} Gillan, D. J. et al., ``Cognitive Analysis of
  Equation Reading: Application to the Development of the Math
  Genie'', in Computers Helping People with Special Needs, 2004,
  pp. 630–637.

%%%

\bibitem{pctolatex} Hennings, W., ``Converters from PC Textprocessors
  to LaTeX --- Overview'', 2011. Available at:
  \url{http://tug.org/utilities/texconv/pctotex.html}. [Accessed:
  31-May-2012].

\bibitem{latextopc} Hennings, W. ``Converters from LaTeX to PC
  Textprocessors --- Overview'', 2011. Available at:
  \url{http://tug.org/utilities/texconv/textopc.html}. [Accessed:
  31-May-2012].

\bibitem{ams} AMS, ``TeX Resources'', 2012. Available at:
  \url{http://www.ams.org/publications/authors/tex/tex}. [Accessed:
  31-May-2012]

%%%

\bibitem{ctan} CTAN, ``The Comprehensive TeX Archive Network'' at
  \url{http://www.ctan.org/}. [Accessed 31-May-2012]

\bibitem{horrors} Gregorio, E. ``Horrors in LaTeX: How to misuse LaTeX
  and make a copy editor unhappy'', TUGboat, vol. 26, no. 3,
  pp. 273–279, 2005.

%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%

\end{thebibliography}


\appendix
\section[Technologies list]{List of technologies used during the project\label{fulllist}}

Please be aware that technologies were \emph{discarded} during the
evaluation process if they were too constrictive or unstable for our
purposes or if the results difficult to realistically evaluate. This
is not to suggest that these technologies could not fulfill useful
roles in enabling access to mathematics or even that we will not
return to them in future work. Hence, this list contains technologies
that \emph{cannot} currently be used within our methods as well as
those that can. 

\begin{itemize}
\item TeXLive \url{http://www.imagemagick.org};
\item \LaTeX: We encountered a wide collection of packages incidentally; those tested for a specific purpose are listed below:
\begin{itemize}
\item AMS-\LaTeX: \url{http://www.ctan.org/pkg/amslatex};
\item beamer: \url{http://www.ctan.org/pkg/beamer};
\item beamerarticle: \url{http://www.tex.ac.uk/CTAN/macros/latex/contrib/beamer/base/beamerarticle.sty};
\item extsizes: \url{http://www.ctan.org/pkg/extsizes};
\item breqn: \url{http://www.ctan.org/pkg/breqn};
\item geometry: \url{http://www.ctan.org/pkg/geometry};
\item babel: \url{http://www.ctan.org/pkg/babel};
\item fontenc: \url{http://www.ctan.org/pkg/fontenc};
\item verbatim: \url{http://www.ctan.org/pkg/verbatim};
\item spverbatim: \url{http://www.ctan.org/pkg/spverbatim};
\item listings: \url{http://www.ctan.org/pkg/listings};
\item url: \url{http://www.ctan.org/pkg/url};
\item latexsym: \url{http://www.mackichan.com/index.html?techtalk/500.htm};
\item bm: \url{http://ctan.org/pkg/bm}.
\item Table environments:
\begin{itemize}
\item tabu: \url{http://www.ctan.org/pkg/tabu};
\item longtable: \url{http://www.ctan.org/pkg/longtable};
\item tabulary: \url{http://www.ctan.org/pkg/tabulary};
\item tabularx: \url{http://www.ctan.org/pkg/tabularx}.
\end{itemize}
\item ntheorem: \url{http://www.ctan.org/pkg/ntheorem};
\item thmtools: \url{http://www.ctan.org/pkg/thmtools}.
\item Images:
\begin{itemize}
\item Graphicx: \url{http://www.ctan.org/pkg/graphicx};
\item epslatex: \url{http://www.ctan.org/pkg/epslatex};
\item psfrag: \url{http://www.ctan.org/pkg/psfrag};
\item epstopdf-pkg: \url{http://www.ctan.org/pkg/epstopdf-pkg};
\item amscd: \url{http://www.ctan.org/pkg/amscd};
\item xymatrix: \url{http://www.ctan.org/pkg/xymatrix};
\item pb-diagram: \url{http://www.ctan.org/pkg/pb-diagram};
\item dcpic: \url{http://www.ctan.org/pkg/dcpic}.
\end{itemize}
\end{itemize}
\item Matching brackets to locate \LaTeX~ typos:
\begin{itemize}
\item match\_parens: \url{http://www.ctan.org/pkg/match_parens};
\item check-parens: \url{http://www.ctan.org/pkg/check-parens}.
\end{itemize}
\item Converting image formats:
\begin{itemize}
\item ImageMagick: \url{http://www.imagemagick.org}.
\end{itemize}
\item Visual \LaTeX~ display and editing:
\begin{itemize}
\item LyX: \url{http://www.lyx.org/};
\item BaKoMa: \url{http://www.bakoma-tex.com/}.
\end{itemize}
\item \LaTeX~ converters:
\begin{itemize}
\item TeX4ht: \url{http://www.tug.org/tex4ht/};
\item PlasTeX: \url{http://plastex.sourceforge.net/};
\item LaTeXML: \url{http://dlmf.nist.gov/LaTeXML/};
\item Tralics: \url{http://www-sop.inria.fr/marelle/tralics/};
\item MathJax: \url{http://www.mathjax.org/};
\item LaTeXMathML: \url{http://www.maths.nottingham.ac.uk/personal/drw/lm.html};
\item ASCIIMathML: \url{http://www1.chapman.edu/~jipsen/mathml/asciimath.html}.
\end{itemize}
\item Converting to Word:
\begin{itemize}
\item TeX4ht: \url{http://www.tug.org/tex4ht/};
\item LibreOffice: \url{http://www.libreoffice.org/};
\item MathType: \url{http://www.dessci.com/en/products/mathtype/}.
\end{itemize}
\item Converting from Word:
\begin{itemize}
\item Word2TeX: \url{http://www.chikrii.com/products/word2tex/};
\item Word-to-\LaTeX: \url{http://www.wordtolatex.com/};
\item GrindEq: \url{http://www.grindeq.com/}.
\end{itemize}
\item To produce speech:
\begin{itemize}
\item MathPlayer: \url{http://www.dessci.com/en/products/mathplayer/};
\item MathGenie: \url{http://www.logicalsoft.net/Math.html}, \url{http://rskipper.myweb.usf.edu/TMVIProject.html}.
\end{itemize}
\item Used in attempts to produce various Braille formats:
\begin{itemize}
\item Scientific NoteBook: \url{http://www.mackichan.com/index.html?products/snb.html};
\item Duxbury: \url{http://www.duxburysystems.com/dbt.asp};
\item ChattyInfty: \url{http://www.sciaccess.net/en/ChattyInfty/};
\item Lambda: \url{http://www.lambdaproject.org/};
\item \LaTeX-access: \url{http://latex-access.sourceforge.net/};
\item BrlTeX: \url{http://brltex.sourceforge.net/};
\item LaTeXLex: \url{http://mesarhameed.info/projects/latexlex}.
\end{itemize}
\item Used in attempts to improve accessibility of PowerPoint documents:
\begin{itemize}
\item MicroSoft Word and PowerPoint;
\item LecShare: \url{http://lecshare.com/};
\item PowerTalk: \url{http://fullmeasure.co.uk/powertalk/}.
\end{itemize}
\item Used in attempts to produce visual interfaces to document parts:
\begin{itemize}
\item FreeMind: \url{http://freemind.sourceforge.net/wiki/index.php/};
\item FreePlane: \url{http://freeplane.sourceforge.net/wiki/index.php/}.
\end{itemize}
\end{itemize}

For evaluating the resources, in addition to some of the above, we used:
\begin{itemize}
\item A range of modern Internet browsers and PDF viewers;
\item The Stix fonts: \url{http://www.stixfonts.org/};
\item Kindle and Sony e-book readers;
\item JAWS: \url{http://www.freedomscientific.com/jaws-hq.asp};
\item TextHelp: \url{http://www.texthelp.com/UK/our-products/readwrite};
\item A text editor which JAWS could interact with --- I used programmers notepad \url{http://www.pnotepad.org/}.
\end{itemize}

For producing proof of concept work rounds we used:
\begin{itemize}
\item Flex: \url{http://flex.sourceforge.net/};
\item C and Python.
\end{itemize}


\end{document}