VIDBE-Q 2026 Volume 71 Issue 2
create greater consistency across braille use, the decision to retain the Nemeth
Braille Code for Mathematics and Science Notation (Nemeth Code) resulted in two
official math braille codes being used in practice. While this decision has provided
flexibility to braille readers, it has also led to ongoing confusion for TSVIs,
families, and other IEP team members when determining the most appropriate
math braille code for individual students (Braille Authority of North America
[BANA], 2015).
Research has cited challenges related to preservice TSVI training, access to
TSVI resources and student resources/materials, and overall TSVI confidence
when working with math braille (Herzberg & Rosenblum, 2022; Hong et al.,
2017). Many TSVIs report having stronger confidence in teaching Nemeth Code
compared to UEB Math/Science while others report not knowing either math
braille code (Redford et al., 2026). As a result, TSVIs report differences in state
guidance and ongoing barriers related to materials and professional support, which
may influence students' access to consistent and effective math braille instruction
(Redford et al.).
Despite these challenges, students who are blind or have low vision can
successfully learn mathematics using either code. The goal is not to prioritize one
code over another, but to support informed, individualized decision-making. By
bringing more awareness to and providing information on available resources for
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