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.
Most recent and useful
In the current phase of the project we are focusing on working together to disseminate practice. The most recent and useful resources are:
- Accessible maths e-resources – where do you start?, 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.
- MathAltNotes: This evolved directly from early exploration but was never meant for release outside the team who evolved it. This is what happens when practitioners replace themselves, as far as possible, with a collection of open source software and scripts! 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.
For those at Bath
If you are at Bath then you can get help and support from a variety of places:
Groups and collaboration
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.
MSOR Access Working Group (AccessMSORWG)
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.
Methods to produce flexible and accessible learning resources in mathematics
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.
Mathematics Group Work and Asperger Syndrome Working Group
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.
An event on transition to HE for students with visual impairment (VI) in science, technology, engineering and mathematics.
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:
Further exploratory workshops
- 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.
Older slides and talks from workshops
- 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