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Math Textbooks in Nemeth Code

A professional writes:I am searching for solutions for producing Math textbooks in Nemeth in a timely manner. Our state is very limited in skilled transcribers in Nemeth. What do other states and programs do?

Susan replies: In Texas, the Texas Education Agency has the responsibility to produce all state adopted (K-12) Math textbooks in Nemeth in a timely manner. They have a fairly strict set of criteria for the vendors who compete for the privilege of producing these books. An independent panel of experts helps the TEA evaluate the proposals, and the vendors are then selected. (I have participated on such panels.) Kelly Griffin is the Director for Distribution and Accessibility. Her address is at the Texas Education Agency, 1701 North Congress Avenue, Austin, TX 78701-1494. (512) 463-9601. FAX (512) 475-3612, e-mail:

Please find below specific organizations (in alphabetical order) that will produce math textbooks in Nemeth and also a resource of where to find others. I would contact several and compare prices.

Sources for Obtaining Math Textbooks in Nemeth Code

American Printing House for the Blind, Inc.
P.O. Box 6085
Louisville, KY 40206-0085
Phone: 800-223-1839, FAX: 502-899-2274
Math textbooks; also check the LOUIS database.

gh, LLC
Purdue Technology Center
3000 Kent Ave.
West Lafayette, IN 47906
Phone: 866-693-3687 FAX: 765-775-2501
Math and science textbooks in braille, tactile graphics, other products and services.

National Braille Association, Inc.
3 Townline Circle
Rochester, NY 14623-2513
Phone: 585-427-8260, FAX 585-427-0263
Help-Line: 800-244-5797 (for braille questions including Nemeth)
for direct Nemeth help contact: Marcia Leibowitz
at Phone: 904-645-0440 or E-mail:
Mission: To provide continuing education to those who prepare Braille, and to provide Braille materials to persons who are visually impaired. (For example: Nemeth Code Reference Sheet, publications and workshops on Nemeth Code, tactile graphics, and Nemeth translation software)

National Braille Press Inc.
88 St. Stephen Street
Boston, MA 02115
Phone: 888-965-8965, FAX 617-437-0456
Math textbooks.

National Library Service for the Blind and Physically Handicapped
Library of Congress,
Washington, DC 20542
Phone: 202-707-9275 or 202-707-5100, or 800-424-8567
FAX: 202-707-0712
Administers a free library program of braille and recorded materials circulated to eligible borrowers through a network of cooperating libraries. Also provides the publication: Sources of Custom-Produced Books: Braille, AudioRecordings, Large Print (2001).

Region IV Education Service Center
Braille Services
Diane Spence, Coordinator
7145 West Tidwell
Houston, TX 77092-2096
Phone: 713-744-8144, FAX: 713-744-8148
Email: or
Producer of Nemeth Code and tactile graphics materials including textbooks and standardized assessments.

Region 20 Education Service Center
Braille Department
Robert D. Walling, Coordinator
1314 Hines Avenue
San Antonio, TX 78208-1899
Phone: 800-514-9310, FAX: 210-370-5696
Producer of Nemeth Code and tactile graphics materials including textbooks


Visual Aid Volunteers
Debbie Davis, Executive Director
617 State Street
Garland, TX 75040
Phone: 972-272-1615
Producer of Nemeth Code and tactile graphics materials including textbooks.

Even if a textbook is available, worksheets, reviews, tests, and other math materials will need to be transcribed into Nemeth code. I would suggest using translation software for these. I am presently using DBT WIN 10.4 with Scientific Notebook 4.1, but MegaMath is another alternative. For more information, contact:

Duxbury Systems, Inc.
270 Littleton Rd., Unit 6
Westford, MA 01886-3523
Phone: 978-692-3000, FAX: 978-692-7912
Email for general inquiries:
Email for DBT technical support:
Email for MegaDots technical support:
Email to Webmaster:
Nemeth production solutions including DBT and MegaDots' MegaMath Mathematics Translator.

MacKichan Software, Inc.
19307 8th Avenue, Suite C
Poulsbo, WA 98370-7370
Phone: 1-360-394-6033
Fax: 1-360-394-6039
With Scientific Notebook, create attractive documents with text, mathematics, and graphics, have it compute the solutions, import data from your graphing calculator, connect to the Internet and download documents, then translate to Nemeth Code and/or convert to large print. (See Duxbury Systems.)

The resulting Nemeth code materials need to be proofread and any errors corrected by an expert.

The following resource is available for download on this site:

The following resources are available via the American Printing House for the Blind:

  • The Nemeth Braille Code for Mathematics and Science Notation 1972 Revision, American Printing House for the Blind, Louisville, Kentucky, 1979 (available in braille and print).
  • Helen Roberts, et al. An Introduction to Braille Mathematics, Based on the Nemeth Braille Code for Mathematics and Science Notation, 1972, Library of Congress, Washington (available in braille and print from the American Printing House).
  • Ruth H. Craig, Learning the Nemeth Braille Code, A Manual for Teachers, Brigham Young University Press, 1987 (available in braille and print from the American Printing House).

American Printing House for the Blind, Inc.
P.O. Box 6085
Louisville, KY 40206-0085
Phone: 800-223-1839, FAX: 502-899-2274

The Computerized Nemeth Code Tutor

Research and Development Institute, Inc.
Gaylen Kapperman, Director
P. O. Box 351
Sycamore, IL 60178
Phone: 815-895-3078, FAX 815-895-2448
(May be downloaded for free from Download Computerized Nemeth Code Tutor)

Nemeth Tutorial

The Nemeth Tutorial will teach students and teachers how to use the Nemeth code from introductory topics to advanced topics in Mathematics. It is a free online course accessible to all. (

The Nemeth Code Tutorial for the BrailleNote

Research and Development Institute, Inc.
Gaylen Kapperman, Director
P. O. Box 351
Sycamore, IL 60178
Phone: 815-895-3078, FAX 815-895-2448
(BrailleNote Nemeth Tutorial from Humanware

Essentials of Nemeth

Tuition-free distance education course which offers exercises in both reading and writing Nemeth Code and covers the basic arithmetic operations, fractions, some algebra, and a little bit of geometry

The Hadley School for the Blind
700 Elm Street
Winnetka, IL 60093-2554
Phone: 800-323-4238, FAX 708-446-8153

On-line course in Nemeth Code

BRL: Braille Through Remote Learning Homepage
Ron Broadnax., Computational Science Educator
The Shodor Education Foundation, Inc.
923 Broad Street Suite 100
Durham, NC 27705
(919) 286-1911 (Voice/TDD) (919) 286-7876 (fax)

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Return to Archive
from Fall 97 issue

Editor's Note: Ever wonder what it would be like to visit the TSBVI Website? Here's a taste of that experience, even if your modem is shut down for the day. Learn a little about math education and the Nemeth Code. If after reading this article you would like to know more simply log on to

A parent writes

I have been working with my daughter on math, and I know math reasonably, but it is visual in nature and a challenge to know the best way to present it. My daughter is not exactly "resisting" Nemeth, but rather until last year, she was able to pretty much do everything in a print medium, but lost more of her vision making that impossible. She went to a residential school for the blind where she learned Braille reasonably efficiently, and she knows Nemeth to "read" it, but writing it is often slow and she makes occasional mistakes -- which, of course, makes it difficult.

The school she is in now is a "regular" school that has no experience in dealing with blind students. They have provided the math text (as well as her other textbooks) in braille.

The problem comes in attending classes, where blackboard work to the class is effectively useless, and taking tests, etc. where translating back and forth between braille and print to have effective communication between her and the teacher is proving very difficult. She has traditionally done everything in her head in math (she can do amazingly complex calculations in her head) but obviously, at some point that is an unworkable strategy.

She likes math, she is very good at it, and would like to continue in it. My goal, I suppose, is to try to find the best way to go about this ... should we concentrate on Nemeth alone? Or are there other technologies that might make this easier? I, of course, don't have a clue, and rather than "reinventing the wheel" here, I am hoping to research to find the best way for her to achieve the best she can.

Susan Osterhaus's Response

I teach secondary mathematics at the Texas School for the Blind and Visually Impaired in Austin. In my opinion, learning to read and write Nemeth Code is absolutely essential for your daughter to be able to continue in higher mathematics. I am surprised that she is better able to read than write. My adventitiously blind students are usually faster at writing than reading. Of course, they do all of their homework for me in Nemeth, so I guess they get LOTS of practice! They use Perkins braille writers and can therefore easily read their own work - especially with all those steps in Algebra. They use either an abacus or a talking calculator to perform long computations. Using the braille writer for computations is too time-consuming. Previously, our standardized tests did not allow any students to use calculators. Now, the TAAS (our state test required for a high school diploma), SAT, and ACT are allowing braille students (and sometimes all students) to use calculators. I still value the use of the abacus as a braille student's equivalent to paper and pencil for a sighted student.

Here in Texas, a blind student in elementary or secondary school can obtain instruction in Nemeth Code. After high school graduation, they are on their own, and I get frequent calls from college students and their professors on how they can learn Nemeth Code. There are few opportunities for blind college students to learn Nemeth code. So, try this as an incentive for your daughter to learn it now while she still can - assuming of course that she would like to go to college.

I am a user of technology for preparing materials for my students and for correspondence, but the field is way behind for blind individuals, especially in the areas of math, science, and engineering. Although it is easy to translate print into Grade II literary braille, research is still continuing on how to get from mathematical print equations to Nemeth Code and vice versa. I use MegaDots for my worksheets, tests, etc., but it can only do "baby" Nemeth. I still have to braille all my algebra equations, etc. into the computer after I convert the keyboard to six-key pad mode. (I am currently beta testing their advanced Nemeth Translator.) For complete information on the project visit Raised Dots' Web site. However, I do allow one type of technology, if the braillewriter is not acceptable in the mainstream classroom. A few of my students have used a Braille-Lite which has one row of refreshable braille. The student doesn't use the translation mode and simply brailles in Nemeth Code and outputs in Nemeth. However, they can always go back a line and reread their last step as they are progressing through an algebra equation or a trig identity. The key features here are that it is a braille device and it has a row of refreshable braille. Other manufacturers have similar devices. I do not advocate the Braille `N Speak (made by the same company) as the student only receives voice-output as they make entries into the equipment.

There are many tools, aids, and supplies for teaching math to blind students, and I hope your daughter has had (and will continue to have) the opportunity to use them. Does she know how to graph on a number line? Does she know how to graph on a rubber graph board (Graphic Aid for Mathematics by APH) or raised line graph paper on a cork board independently? Does she know how to measure an angle using a braille protractor (modified goniometer)? Can she (or will she) learn how to do constructions in Geometry using a braille compass and straightedge? Is she provided manipulatives, especially in Geometry?

An opposing view

Hi. I have been totally blind from birth. I remember math being one of the most difficult subjects because of its visual nature. There are a couple suggestions I would have to help deal with this problem. First, it is my opinion that Nemeth code is an absolute nightmare. It looks like jumbled up nonsense under the fingertips. I took a course just so I could learn to read my math books, and it was still ridiculously difficult. I realize this is going to stir up some controversy, but I feel that private tutoring in math is the best way to approach this, and it gives your daughter the best chance for really understanding the concepts. I recommend the use of what is known as a raised line drawing kit to help your daughter attempt to visualize how math problems are arranged. This is particularly important when dealing with fractions. You can obtain the raised line drawing kits from suppliers of blindness-related equipment. I learned the shape of the numbers so that sighted folks could demonstrate concepts for me with the raised line drawing kit. There is also something called a cube slate which also can be helpful. I don't know if the cube slates are sold anymore, but they have cubes with all the braille number combinations and a rubber board so that the cubes can be arranged to help keep track of what one is doing. Maybe a combination of these tools would be the best bet.

Susan replies

I'm sorry to hear that you had such a negative reaction to Nemeth Code. I do not find it to be a "jumbled up nonsense under the fingertips"; on the other hand, I think for the most part that it is very logical, systematic, and an absolute miracle for braille readers wishing to continue in higher mathematics. I am not a tactual reader though. As a math teacher with visually impaired students, I taught myself to read Nemeth Code visually (and braille it) out of necessity to be able to teach my students. There were no courses at the university in Nemeth above the basic numbers and operations, and I needed to be able to teach Pre-Algebra, Algebra I, Informal Geometry, Geometry, Algebra II, Math of Money, Trigonometry, etc. As I would introduce each new print mathematical symbol, the students and I would learn the corresponding Nemeth symbol; as I said earlier, I really learned to appreciate the logic of why Dr. Nemeth did what he did. Perhaps the key here is that students learn Nemeth Code most easily if they learn each new symbol as they progress through the mathematics. Learning Nemeth as a separate course from mathematics is as logical as a sighted person learning all the print mathematical symbols in a separate course. However, sometimes lack of time necessitates the Nemeth Code class.

I do agree that tactile graphics made using the tactile graphics kit by APH can be extremely useful - especially when created by certain people more artistic than I am, such as the Region IV Service Center in Houston, Texas. I was on a panel of experts called in to help facilitate the improvement of such graphics for our TAAS (state test required to graduate from high school) and for our math textbooks.

I do not like the graphics produced from the Sewell raised line drawing kits, except for emergency situations. They are too flimsy when using the plastic wrap type film that comes with the kit. However, when a piece of braille paper is placed on the drawing board and a tracing wheel and braille compass are used along with a straightedge, even I (no artist) can make an excellent quick-fix graphic that any Math teacher (non-VI certified) can use to communicate with a blind student.

If you have access to a stereocopier machine (newer versions are less expensive), you can transform black-lined print graphics into raised line drawings within a matter of seconds. I have also had great success using sturdy manipulatives to introduce many math concepts.

A successful blind Nemeth Code user replies

Actually, I had no trouble with the Nemeth code at all. I was first introduced to it in second or third grade. (When do we start doing math these days?) Anyway, my itinerant teacher did not know Nemeth at all, so it was up to me to learn it. And learn it I did, as I went along. I had very little difficulty with it, and math in general was no trouble (until I reached trig in 12th grade). Algebra was only minimally annoying with the graphed equations, but trig has lots and lots of them, and I'm sorry to say, that is the first math class I did not get at least a B in. Oh well. That's ok though, because if I need something like that done now, I just use my computer. *grin* Well, guess that's it. Nemeth isn't all that bad, it just takes some time. It's actually not all that different from regular braille (whatever that is) and I found it very easy to learn.

From a Network Specialist in a data communications group

I read your messages to the list with much interest. I fully agree with your statements about the Nemeth Code and wonder what sort of educational hiccough occurred which broke the learning process for the person who did not do well with it.

I find it alarming and totally unnecessary that so much of the blindness community seems to think that science and math are to be avoided at all possible cost. There certainly are problems in communicating mathematical ideas using tactile methods, but it is sure not impossible by any means. I know that there are blind engineers and people should think of at least one blind mathematician every time they use natural logarithms. There is just no excuse for a blind kid graduating from high school without even having had Algebra.

Yet another supportive user

I really enjoyed your messages! Would you consider giving a summer crash course in Nemeth and Math. I've done the Hadley course, read the Bana computer code, but really have little confidence in my math skills such as Algebra, and the stats I took in Grad school. You ought to consider a math camp for adult blind-I know you'd get a result. I'd come!

A returning student

I lost my sight 7 years ago as a result of diabetic retinopathy. In January I will be returning to school at the University to pursue simultaneous bachelor's and master's degrees in computer science (I already have about 3/4 of my EE degree, but haven't been to school in over 15 years), and for the first couple of semesters I will be concentrating mostly on my math courses. After talking with many people about this, I have decided to approach this by using Nemeth braille - I have talked to a few who have managed to "pass" their math requirements without braille, but most of them admit that it was a struggle, and once the course was completed, they quickly forgot about it. I want more than that; I want mastery, and I'm convinced that braille is the only way to go to get to this level. In case you're wondering, yes, I do read grade II braille, and do have enough sensation in my fingers to do the job - not very fast, but that will come with more practice.

Once again, I want to say thanks for your positive approach to math and technology for blind students - the more things like this that I read, the more convinced I am that I am making the right choice.

A principal at a school for the blind asks:

We are looking at having the opportunity to teach a standard Algebra II class to a student who is blind, with a teacher who is sighted, but who does not have a working knowledge of the Nemeth code. Have you had staff who are sighted teach/work with a similar class without Nemeth code knowledge for a student who is blind? If so, how did you work with the complexities? What resources would you suggest we look into regarding having some of our staff go to for gaining Nemeth Code skills? Classes...taught by who, where, how much?

Susan replies:

When I was first hired at TSBVI, I was certified to teach secondary mathematics, had a bachelor's degree in mathematics, and a master's in mathematics education. I had no VI background, and I didn't even know literary braille, much less Nemeth code. I enrolled immediately in the VI program at UT (no longer in existence), but my first year was quite an experience. I had my print math book on one side of my desk, and the braille volume on the other. I played the match game, and my students and I somehow survived.

In those beginning days, I chose a textbook that had both a Chapter Review and Chapter Test in the student volume. (Some books still do this, but others supply these materials only in a supplementary teacher resource book.) In Texas all the adopted textbooks are brailled, so I stuck with the textbook for daily work and homework and even reviews and tests until I became more comfortable with the Nemeth code. I am presuming that your blind student knows Nemeth code (unlike his math teacher). If this is the case, then the math teacher needs to be sure that when he/she introduces a new math symbol in print that the braille student is introduced to what it "looks like" in Nemeth code. Most math textbooks have a symbol page either in the front or back of the text. The student and teacher can refer to this page to compare print and Nemeth symbols. Several years ago, a geometry teacher (with no knowledge of braille) was in a similar position; she chose to follow this approach. In fact, she liked my geometry book (selected by me for its easy accessibility by low vision and braille students) so much that she switched all of her other sighted students to that particular book as well! (Caution: Be sure that your chosen braille textbook contains correct Nemeth code and quality tactile graphics; otherwise, you may do more harm than good. Also, this is only a very TEMPORARY fix.)

Teaching secondary mathematics to a blind student requires a great deal more than Nemeth code, especially these days. Unfortunately, there was no course at the university on teaching mathematics to the visually impaired; in fact there didn't seem to be very many resources anywhere on the subject. There was no such thing as a web site. Over the years, I discovered and tested many wonderful manipulatives, tools, and technology which enhanced my students' learning and allowed them to do higher and higher mathematics independently. These days I spend a great deal of my time trying to be that missing resource for questions on how to teach mathematics to visually impaired students.

To answer your specific question on resources for gaining Nemeth code skills, see

Publications Available to Learn Nemeth Code

Other Ways to Learn Nemeth Code

Nemeth Code Reference Sheets

For assistance with specific teaching strategies for Algebra II, an Algebra II Nemeth symbols sheet, the Computerized Nemeth Tutor, suggested adaptive tools and technology for Algebra, a math packet, etc. - everything I ever wanted (but didn't have) when I first started teaching - continue searching this web site. Be prepared to spend hours.

A professional asks: What types of Braille Translation Software are people using to produce math materials? What is your opinion regarding MegaDots, Duxbury, others?

Susan replies: (see Nemeth Translation Software Manufacturers below for contact information)

Back when I had to make two separate documents for my print students and my braille students, I preferred to simply use six-key computer entry, not the Perkins, and braille my math materials. I could zip it out very quickly. I initially started out on BEX and then moved to BRAILLE KEYS using six-key entry (I think that was the name; I didn't like it because it didn't give me "dots"). Next, I moved to MegaDots. As a VI math teacher, I really enjoyed the ease with which it allowed me to type and translate the literary portion of mathematics and still braille the equations, etc. in Nemeth code without translation. Yet, I had to go back into the literary translation portion and change the problem numbers, etc. to proper Nemeth. With the addition of the Nemeth Code format style, even the literary portion was done correctly as well as "baby" Nemeth (numbers, "+", "-", "$", ".", etc.). By eliminating the literary cleanup chore and adding these baby Nemeth symbols, I was able to type many of my consumer math materials, which contained mostly word problems, and have MegaDots translate them in their entirety. I also love the way you can see in dots exactly what will appear on each page of the finished project prior to printout. I may wish to add extra space for insertion of a graphic or to keep a particular problem and or directions intact, and this WYSIWYG in braille feature is a great help.

However, since I am also a resource for other teachers, I decided I needed to beta test the various Nemeth Translation Programs: DBT, MegaMath, and Scientific Notebook/Nemeth Filter. None are perfect. You must decide which to use, if any, based on your particular needs and your software and hardware capacities. Duxbury (DBT) and Braille Planet (MegaMath) have since merged, and MAVIS (Scientific Notebook/Nemeth Filter) collaborated with Duxbury by allowing them to incorporate the Nemeth Filter into DBT as their LaTeX importer, so you now have an improved DBT and one less choice to make, all under the same corporate roof. Using Scientific Notebook and the new and improved DBT WIN ( LaTeX Importer added beginning with Version 10.3) are very user friendly for a sighted person entering secondary and higher mathematics, especially for producing Geometry materials, and suits my needs best. I can obtain multiple regular print, large print, and braille copies from one document in half the time because of the data entry method. However, it requires that you have a CD-ROM drive and other system requirements. In addition to providing a software package that can produce textbook quality print math materials, Scientific Notebook (SNB) has the added bonus of a built-in scientific graphing calculator, which a low vision student can use independently to complete his/her homework assignments. Although SNB is not accessible to the blind as is, Metroplex Voice Computing has a voice recognition package called MathTalk/Scientific Notebook with a read-back feature, which will allow blind students to use many of the Scientific Notebook features on their own, including producing a large print and Braille copy of their results.

MegaMath does not provide a useable print copy and is less user friendly; however, with practice, one can become quite proficient at producing all levels of math materials. In addition, it is accessible to the sighted and blind alike. MegaMath also might be preferred for producing elementary level mathematics materials, as it allows for the spatial arrangement of addition, subtraction, multiplication, and division problems, whereas SNB+DBT WIN does not. If you do not need a print copy, you cannot meet the higher system requirements, you prepare materials for elementary students only, and/or you already have MegaDots, you may prefer the MegaMath add-on.

DBT (prior to Version 10.3), like MegaMath, used a data entry method that does not preserve a WYSIWYG format in print, so you do not have a useable print document. However, DBT WIN now has a LaTeX importer, which imports Scientific Notebook files for translation to Nemeth. This importer was developed at, and is copyrighted by, MAVIS at New Mexico State University. Duxbury's Nemeth translator is conveniently included in DBT, you can import certain graphics files, and it supports the spatial math used in elementary. If you already have DBT, it may be the choice for you.

Actually, at TSBVI, we have both translation packages. However, for my students' needs, I am definitely sold on SNB+DBT WIN. I can even envision the VI teacher purchasing Scientific Notebook for the math teacher, asking her/him to do all their tests and worksheets on it and save it to a disk, and then being able to produce identical regular print, large print, and braille copies in a matter of moments.

Nemeth Translation Software Manufacturers

Duxbury Systems, Inc.
270 Littleton Rd., Unit 6
Westford, MA 01886-3523
Phone: 978-692-3000, FAX: 978-692-7912
Email for general inquiries:
Email for DBT technical support:
Email for MegaDots technical support:
Email to Webmaster:
Nemeth production solutions including DBT and MegaDots' MegaMath Mathematics Translator.

MacKichan Software, Inc.
19307 8th Avenue, Suite C
Poulsbo, WA 98370-7370
Phone: 1-877-724-9673
Fax: 1-360-394-6039
With Scientific Notebook, create attractive documents with text, mathematics, and graphics, have it compute the solutions, import data from your graphing calculator, connect to the Internet and download documents, then translate to Nemeth Code and/or convert to large print. (Duxbury Systems)

Metroplex Voice Computing
P.O. Box 121984
Arlington , TX 76012
Phone: (817) 261-1658
Fax: (817) 543-1103

MathTalk/Scientific Notebook (MT/SN) - operates Scientific Notebook (SN) with over 600,000 combinations of voice commands. SN is powered by MuPad" and has GRAPHING capabilities. SN will also evaluate, evaluate numerically, factor, combine, expand, simplify, check equality, solve exact and more. For details on SN, visit The user may use voice commands to translate math into BRAILLE using the Duxbury Braille Translator 10.3/10.4/10.5. User can voice the Windows calculator, too! Voice math faster and translate into Braille with voice commands!

VIEW ONLINE MATHTALK DEMOS  (including "translate math to Braille") at
This program has learning modules for Pre-Algebra, Algebra, Trig, Calculus, and Statistics.  New features include video demos show using the Windows calculator, the replace command, AND translating math to Braille! MathTalk/ScientificNotebook now operates with ALL Dragon NaturallySpeaking (DNS) 6.0 & 7.0 versions (Essentials, Standard, Preferred, Professional).

This program requires Microsoft Windows 3.1, Windows 95, Windows 98, Windows ME, Windows 2000 (see note), or Windows XP (see note). Download the following 3 files to 3 separate floppy disk labeled 1, 2, and 3.


This tutorial WILL NOT work on 64-bit Vista or Windows 7.


Put the disk labeled #1 into your disk drive and

  • Select Run ... from the program manager's File Menu (Window's 3.1) or from the Start Menu (Window's 95).
  • type a:\setup.exe into the box labeled "Command Line" (Window's 3.1) or "Open" (Windows 95) and then press Enter.
  • The default directory is c:\rdimath, but coy can choose an alternate location.
    • If you install to a directory other than the default, you must make one manual change after installation...
    • Open Notepad
    • Load the file mother.ini, which is stored in your \windows subdirectory during installation
    • Locate the lines at the beginning of the file
    • change c:\rdimath to the drive and directory you chose during installation
    • Save the file
    • Quit Notepad.

Notes on Work Around Procedures for Use of the Computerized Nemeth Code Tutor in Windows 98

Unfortunately, a problem has arisen in the operation of the Computerized Nemeth Code Tutor in Windows 98 and Windows ME. When you click on buttons for exercises, you get an error box that has the message, "cannot find next question." At this point, you should click "OK." Then the exercise screen appears. The first question appears partially obscured by a white rectangle. At that point, you should click "next" on the menu. Then the rectangle disappears and you can proceed from there. Each and every time you move to a new exercise, you must follow these procedures.

Notes for Use of the Computerized Nemeth Code Tutor in Windows 2000 and XP

With Windows 2000 and XP, everything works beautifully again until you get to the proofreading questions. You can read the print problem, but the braille version, that you are to proofread, will not appear on the screen. You will need to work these as "braille to print" questions.

Setup Disk 1
Setup Disk 2
Setup Disk 3 (All three files.)

A new teacher of the visually impaired writes: How do you teach Nemeth?

Susan replies: Here is an outline of how I believe in Teaching Nemeth Code

A. Long Term

  1. Ideal learning environment - The braille reader learns each new
    Nemeth symbol as the print math symbol is introduced in each sequential math
    course from elementary to middle to high school to adulthood from their
    math/vi teacher.
  2. Next to ideal and more realistic - The braille reader learns each
    new Nemeth symbol prior to being taught the print math symbol in each
    sequential math course from their VI teacher. As the student matures, and
    if a braille textbook is provided, the student can anticipate the new symbol
    on their own by reading ahead. The student should also be encouraged to be
    their own self-advocate.
  3. Newly blinded young adult or Adult who is new to Nemeth -
    1. Have the student begin to learn or review literary braille if
      necessary. Then slowly introduce Nemeth as they take an abacus class.
      Following this, have them go into slightly more difficult math class(es) and
      continue progressing to the level desired.
    2. Have the student fall back one semester or a year from their
      present math level. Let them review (for one semester or a year) the math
      concepts they know in print, while the VI teacher teaches them how to
      replace the print with Nemeth.

B. Short Term

  1. Nemeth Code Class
    1. Teacher follows Craig or RDI tutorial sequence
    2. Supplement with excellent tactile graphics
    3. Use assessment release or practice tests in braille
    4. Personalize for their needs
  2. On Their Own
    1. Resource books from APH
    2. Craig book
    3. Nemeth Code Reference Sheet in braille
    4. Other Ways to Learn Nemeth Code
    5. Local college course
    6. Online course
    7. Local tutors who are blind and know Nemeth