Previous: Further development and sustainability Up: Methods to produce flexible and accessible learning resources in mathematics: overview document Next: List of technologies used during the project Methods to produce flexible and accessible learning resources in mathematics: overview document
Methods to produce flexible and accessible learning resources in mathematics: overview document : References

References

[1]

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.

[2]

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: http://mathstore.ac.uk/node/2095 [Accessed 27-May-2012].

[3]

Chapman, V., “Strategies for Creating Inclusive Programmes of Study (SCIPS)”, 2005/7. Available at: http://www.scips.worc.ac.uk/ [Accessed: 28-Oct-2011].

[4]

Loughborough University, “Disabilities: Academic Resource Tool (DART)”, 2005. Available at: http://dart.lboro.ac.uk/tool/index.html [Accessed: 01-Nov-2011].

[5]

Maddox, S., “Mathematical equations in Braille”, MSOR Connections, vol. 7, no. 2, pp.45-48, 2007.

[6]

Whapples, M., “Obtaining Braille mathematical documents”, MSOR Connections, vol. 7, no. 3, pp. 18-21, Oct. 2007.

[7]

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.

[8]

Cliffe, E. “Accessibility of mathematical resources: the technology gap,” MSOR Connections, vol. 9, no. 4, pp. 37–42, Nov. 2009.

[9]

Rowlett, E. J. “Accessibility in MSOR: one student’s personal experience”, MSOR Connections, vol. 8, no. 1, pp. 27–30, Apr. 2008.

[10]

Rowlett E. & Rowlett, P., “Visual impairment in MSOR”, MSOR Connections, vol. 9, no. 4, pp. 43-46, 2009.

[11]

RNIB, “Clear Print”, 2011. Available at: http://www.rnib.org.uk/professionals/accessibleinformation/text/pages/clear_print.aspx [Accessed May 27, 2012].

[12]

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.

[13]

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.

[14]

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

[15]

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.

[16]

Webb, S. D., “Accessibility of University Mathematics”, MSOR Connections, vol. 11, no. 1, pp. 42–47, 2011.

[17]

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.

[18]

Iansyst, “Technology For Supporting Dyslexic Students Using Mathematical Notation And Scientific Language”, 2007. Available from: http://www.dyslexic.com/articlesearch.asp?type=Technology. [Accessed: 31-May-2012].

[19]

Sojka, P. & Růžička, M., “Single-source publishing in multiple formats for different output devices”, TUGboat vol. 29, no. 1, XVII European TeX Conference, pp. 125-131, 2007.

[20]

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: http://inftyreader.org/18GodfreyPutting.pdf, [Accessed 15-May-2012]

[21]

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.

[22]

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.

[23]

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.

[24]

W3C, “Mathematical Markup Language (MathML) Version 3.0”, 2010. Available at: http://www.w3.org/TR/MathML3/. [Accessed 31-May-2012]

[25]

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.

[26]

Downes, M. “Breaking equations”, TUGboat, vol. 18, no. 3, 1997.

[27]

W3C, “The W3C MathML software list”, 2012. Available at: http://www.w3.org/Math/Software/. [Accessed: 31-May-2012].

[28]

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: http://stadium.open.ac.uk/stadia/preview.php?whichevent=1393, http://stadium.open.ac.uk/webcast-ou/documents/mc09_david_mckain_conversion.pdf.

[29]

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.

[30]

Gurari, E. “TeX4ht: HTML Production”, TUGboat, vol. 25, no. 1, 2004.

[31]

Arnold, T., “plasTeX: Converting LaTeX Documents to Other Markup Languages”, The PracTeX Journal, TeX Users Group, vol. 3, 2008.

[32]

Stamerjohanns, H. et al., “Transforming Large Collections of Scientific Publications to XML”, Mathematics in Computer Science, vol. 3, pp. 299–307, Feb. 2010.

[33]

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.

[34]

Cervone, D., “MathJax: A Platform for Mathematics on the Web.” Notices of the AMS, vol. 59, no. 2, pp. 312-316, 2012.

[35]

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.

[36]

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.

[37]

Hennings, W., “Converters from PC Textprocessors to LaTeX — Overview”, 2011. Available at: http://tug.org/utilities/texconv/pctotex.html. [Accessed: 31-May-2012].

[38]

Hennings, W. “Converters from LaTeX to PC Textprocessors — Overview”, 2011. Available at: http://tug.org/utilities/texconv/textopc.html. [Accessed: 31-May-2012].

[39]

AMS, “TeX Resources”, 2012. Available at: http://www.ams.org/publications/authors/tex/tex. [Accessed: 31-May-2012]

[40]

CTAN, “The Comprehensive TeX Archive Network” at http://www.ctan.org/. [Accessed 31-May-2012]

[41]

Gregorio, E. “Horrors in LaTeX: How to misuse LaTeX and make a copy editor unhappy”, TUGboat, vol. 26, no. 3, pp. 273–279, 2005.

Previous: Further development and sustainability Up: Methods to produce flexible and accessible learning resources in mathematics: overview document Next: List of technologies used during the project Methods to produce flexible and accessible learning resources in mathematics: overview document