Although this to me is one of the most amazing features and “bells and whistles” of the Monarch, I had fun making graphs at my training in Orlando and demonstrating it to my coworkers, I do not have a need for it at my work. It will be rare, if at all. I teach school age students during the summer but that is it. My math skills are so rusty at this point. The benefit of this app in school and college in algebra and higher subjects is amazing. Even in science there could be some benefits but I am not familiar with that. Graphing is a great advancement along with the TGIL with the Monarch. It far exceeds what has been available to students in the past.
Hi Nathanael!
If you use a JPG or PNG file with the Tactile Viewer, you can get many levels of Zoom. These types of files don’t support braille, so PDF files are better for graphics with braille labels, but JPG and PNG are a great option for unlabeled pictures.
Jenny
We were able to navigate to the Key Math app from the main menu and create an equation. We were able to save that file. We were also able to go into the Key Soft Word Processor and create a document with multiple math equations. We did all of this by choosing the correct options on the context menu. We did run into an issue with importing the saved equation from Key Math editor into the Word Processor file, either due to unclear instructions or user error.
We do not have a lot of clients who know Nemeth braille or who have the need for this level of math skills, but these skills would be beneficial to school age learners or braille learners who were pursuing college level mathematics. The instructions in the manual are a bit vague, and this is not something that would come easy to someone who has never used a braille display or Nemeth braille.
I graphed a simple quadratic equation, y = x², to try out the Monarch’s graphing tools. As I explored, I used zooming and panning features to follow the curve. I noticed that zooming out helped me understand the overall shape of the parabola, while zooming in let me focus on the vertex and smaller changes in slope. Panning across the graph gave me a sense of continuity, almost like walking along the curve with my fingers.
When I exported the graph into the Word Processor, I was able to view both the tactile representation and the text description together. I liked that it kept the mathematical context with the graph, which made it easier to connect the equation with what I was feeling on the display.
One challenge I ran into was making sure I didn’t lose my place while zooming and panning—I had to reorient myself several times. Another challenge was that the exported graph sometimes lost a little clarity in detail compared to when I first explored it in the graphing tool. I think with practice, I would develop strategies like returning to an anchor point to regain orientation.
I see the Monarch’s graphing tools being a huge benefit in CIE settings. For students, it supports independence in math classes and STEM preparation. For clients in the workplace, it could make data visualization tasks—like understanding performance charts or analyzing trends—accessible without waiting for someone to emboss or describe the graphs. Compared to other accessible graphing tools I’ve tried, the Monarch feels more efficient because it combines braille and tactile graphics on one device rather than splitting tasks across different tools.
For this activity, I graphed the equation y = 2x + 3. Exploring the graph on the Monarch was a very interesting experience. I used the zoom in and zoom out buttons to adjust the level of detail, and panning with the directional arrows helped me move across the graph. The scroll bars were especially useful for keeping track of my position and staying oriented. When I exported the graph into the Word Processor, it appeared clearly and easy to read.
One challenge I encountered was staying oriented while zooming and panning across the axes. At first, it was easy to lose track of where the line was, but with practice I was able to navigate more smoothly.
I see the Monarch’s graphing tools as very beneficial for my high school transition students. They allow students to access math content that is often difficult to make fully accessible, such as coordinate planes or complex equations. In a CIE setting, being able to interpret and create graphs is an important skill for jobs that require reading charts, analyzing data, or following diagrams. This tool builds both braille literacy and digital literacy, which are essential for school, work, and daily life.
Compared to other tools, the Monarch feels more interactive because of its ability to zoom, pan, and explore graphs in detail. While I still have a lot to learn, I can see how this tool will give my students more independence and confidence.
I graphed two equations from the course module: Y = 2X+3 and 3X-4Y = 1, and two from the guided notes (parabola and circle). Navigating the graph was very natural after working with the tactile viewer.
The exported graph in the work processor showed the four equations with the symbols “(ed)ims” and “(ed)ime”
The only difficulty when exporting the graph was that I tried the export command while viewing the graph, just from reading the guided notes, after reviewing the course module video I realized it was done from the equation list.
Having a full graphing calculator in the Monarch is an amazing tool for students!
I did not get the chance to use accessible graphing tools as a student unfortunately. I finished my academic math coursework right before the Orion graphing calculator device came out. I memorized the TI-83 operations and dictated them to a parent to operate it for me (including every button press). Very sad I did not have more accessible tools.
I experimented with graphing a simple linear equation in KeyMath, mostly to get a feel for how zooming, panning, and navigation worked. What I appreciated was how natural it felt to start broad—getting the overall sense of the slope and intercept—and then zoom in to focus on more specific points. The ability to move around the axes and check coordinates step by step gave me a clearer picture of the graph than I expected from a refreshable display.
Exporting the graph into KeyWord also worked smoothly, and it was encouraging to see how math content can carry over into documents. For students, I think that step alone is powerful because it allows them not only to explore a graph tactually but also to document their work in a format that mirrors what their peers are producing. It’s one thing to “read” a graph in isolation, but embedding it in a written assignment or report takes it to a more academic and professional level.
The main challenge I noticed was keeping track of orientation while zooming in and out. It’s easy to lose the sense of where you are in relation to the x- and y-axes if you’re not deliberate. With students or adult clients, I’d scaffold that by teaching them to anchor themselves on key reference points before zooming, so they always have a “home base” to return to.
In terms of impact, I see Monarch’s graphing tools opening doors for learners who want to pursue STEM fields or need to demonstrate data analysis skills for employment. Unlike some other accessible graphing tools that can feel clunky or limited, the Monarch lets you interact with math in a way that feels more immediate and dynamic.
This material was certainly beyond my current level of comprehension and proved to be the most challenging topic I have encountered thus far. Although I studied advanced mathematics several years ago, the concepts presented did not immediately resonate with me.
I diligently followed the instructional video, pausing at each step to enter the expressions and graph the equation as demonstrated. While I found the process of graphing the equation fascinating, I struggled to interpret the meaning of the resulting graph. I recognize the significant value of these tools for students—having accessible options like these can deepen understanding of complex subjects. Personally, I would appreciate seeing more statistical information represented graphically, as that would be more intuitive for me.
Reflecting on my own experience, I recall how challenging algebra was for me in the past, largely due to limited resources and tools. Today, with these accessible features, I believe students are less likely to feel frustrated, as learning mathematics has become more approachable. Nevertheless, I acknowledge that not everyone has a natural affinity for mathematics, which often leads individuals to pursue different career paths, even when technological aids and visual representations are available.
Having access to accessible and advanced learning tools is undoubtedly a great advantage for those with the potential to succeed in mathematics or related fields. The features demonstrated in the video—which I was able to complete step by step—I feel offer tremendous value by enabling students to compete alongside their peers and even achieve superior outcomes when possible.
For this exercise, I graphed the equation Y = 2X + 3. I was impressed by the speed and efficiency of generating the graph and found navigating it to be straightforward. However, my main struggle remains: fully understanding what the graph truly represents. This remains my greatest challenge and an area where I hope to improve further.
So the video for the graphing calculator was fabulous. Lesley obviously knew what she was doing. I was not so fortunate. It is a bit cumbersome but I’m sure that is more my learning curve than the device itself. I did a basic 2+2 equation for the insertion into a document, which I greatly appreciateand plans to continue working on creating graphs that makes sense.
This is the one activity I had the most difficulty with, and not because of the way it was presented but beause Math isn’t a strongpoint for me, and not anything that is rellevant in my field as a librarian. I don’t do a lot of training in this area, and I struggled with it and I did the best I could to get through it. Math graphing was something I didn’t get a chance to experience in school or college, because I didn’t have the proper tools to do that, so this is one that didn’t really resonate with me. Sorry about that.
I’ve had experience with the Keymath app and importing equations to Word for print view, from teaching students who were using the BrailleNote Touch, so this part was, again, a smooth transition. However, I was quite impressed with the ease of graphing equations and exploring them in detail! I already loved the accessibility of the Desmos calculator, but so much more now! I experienced no challenges with these tasks.
While to me the need for access to all graphics at all times is a bigger pedagogical question in terms of their role or purpose on a blind student’s conceptual understanding of solving an equation, the level of details when zooming and panning makes me excited to work with graph for data visualization and analysis which has been terribly tedious with either screen readers or sonification. Again, looking forward to experience exchanges throughout this year of Rise project!
I honestly was really intimidated by this question. I used to be really good at math but haven’t done math in a very long time. Over 20 years? I attempted to graph the equation y = 2x+1. I did not know what I was looking at once I graphed the equation. Then the math came back to me and I remembered that the 2 meant the height of the slope and the 1 meant how far up it was from the X access. But it took an embarrassingly long time for me to remember this equation and an even more embarrassing time to read and make out what I was actually feeling. I found that copying the graph and equation to export it easier than the actual reading of the graph. I know that my current students who I am working with will find this graphing feature and the ability to share it with their teachers amazing. I am currently teaching desmos but I am not sure if I just can’t remember equations well but I am also struggling with using that. Either way, I personally look forward to not struggling as much so that I can assist my students better!
Discussion Prompt:
I’m not the best with Nemeth as I didn’t use that when growing up. So I had a colleague assist me. We did three different types. This was the first time I had entered equations so everything was new and different. We tried to transfer the graph a couple of times, I think it was something we did wrong the first time but then we got it. I have to contact IT as there is a glitch in one or two of the cells.
I do like the indicator to now the start and end of the graph. I think the biggest challenge will be for those who have not done it before like me. I struggled a lot just because it was new to me.
I do see it being beneficial for students taking any type of algebra classes.
Optional Extension:
The overwhelming way to be able to copy and paste it to a word document and share it, zoom in on it, and refresh it without it being locked into a paper one that someone had to emboss weeks before and that you had to carry around and keep organized is HUGE. I also like that we can add it to our notes like if someone is taking a class. They can add it into their notes.
Hi,
I also had difficulty doing this. Mostly because I have only been show the graphs and not done them before.
I also had trouble with exporting the math. I also felt sad I didn’t have this when I was in school.