# Project status

In progress

# Duration

Project started on 1 Feb 2011

In progress

Project started on 1 Feb 2011

Mathematical subjects have specific accessibility challenges. There are technical and pedagogic barriers formed by the modes of communication traditionally used in mathematics.

The Mathematics Resources Centre (MASH) is helping to develop and disseminate processes to improve access to mathematical subjects for disabled students.

In the current phase of the project we are focusing on working together to disseminate practice. The most recent and useful resources are:

- Getting started with accessible maths presented at Sustaining Accessibility in Mathematics
- Beyond alt text: Creating explorable objects in place of images in digital resources. presented at CETL MSOR 2022
- Accessible maths e-resources – where do you start? and Teaching and Learning Mathematics Online (TALMO) 2020
- ClavertonDown: This is built on top of Bookdown, RMarkdown, KnitR and Pandoc and can be used by the average maths lecturer. The aim is to create a method aimed at lecturers creating alternative formats, rather than writers writing books. We aim for it to be usable in both pure and applied mathematical settings.

If you are at Bath then you can get help and support from a variety of places:

- Centre for Learning and Teaching pages on writing accessible technical content including contact information
- Staff TEL Community of Practice Team
- Bookdown usergroup (RMarkdown and ClavertonDown welcome)
- MASH drop-ins (student queries will take priority)
- mash-access@bath.ac.uk can provide advice and, if your department has agreed funding, assistance in producing accessible formats of mathematical or statistical learning materials

- Jisc Accessibility Community maths working group
- sigma Network Accessibility Special Interest Group which subsumed AccessMSORWG, a network of people with specific interest in mathematics accessibility, was established in the early phase and has now been subsumed by the sigma Network Accessibility Special Interest Group.
- Crowdsourcing of captions for mathcentre videos

The Higher Education Academy Mathematics, Statistics & Operational Research (MSOR) Network (now closed) and the Higher Education (HE) STEM Programme including the Mathematical Sciences HE Curriculum Innovation Project provided funding to develop and report on the following.

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.

A lecturer's guide to methods to produce flexible and accessible learning resources in mathematics.

- 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.
- This evolved into MathAltNotes. We still use this for 'heavy-duty' transformations of LaTeX into alternative formats but it really needs to be driven by those who wrote it.

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.

This event brought together: higher education students and staff with VI alongside staff with experience of working with students with VI, teachers and representatives from Sensory Support Services, the RNIB and JISC TechDis.

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

- 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

- Mathematics instructors’ awareness of accessibility barriers for disabled students, Emma Cliffe, Ciarán Mac an Bhaird, Eabhnat Ní Fhloinn, Clare Trott, Oct. 2019. Teaching Mathematics and its Applications: An International Journal of the IMA
- Communication of the practicalities of accessible learning environments in mathematics to lecturers: Cliffe, E., 2015, Creating an accessible learning environment: Anticipating and resolving practical barriers. In Transitions in Undergraduate Mathematics Education Edited by Michael Grove, Tony Croft, Joe Kyle & Duncan Lawson, pp. 227-244.

- Accessible maths at university: From retrofitting to inclusive design? MathsAccess4All 2019
- Using Word to write an accessible mathematical document, CETL-MSOR 2019
- Using R as a basis for writing an accessible mathematical document, CETL-MSOR 2019
- Accessible maths: From retrofitting to inclusive design?, presented to Southampton Mathematics Department, 2019
- Accessibility of maths on the web, E-Assessment in Mathematical Sciences (EAMS), 2018
- Specific Learning Difficulties (SpLDs) and Maths, expanded and presented to Access West of England, 2017
- SpLDs and Maths Support: Bridging the Gap, Scottish Maths Support Network meeting 2017
- Studying Mathematics: Barriers and reasonable adjustments, presented to Cardiff Mathematics Department, 2017
- Accessible STEM: Anticipating and resolving barriers, BCS Digital Accessibility in Higher & Further Education Conference, 2016

Funding for aspects of this project has been provided by external organisations.

For more information about this ongoing work contact us.