## HighWire supports MathJax as a MathJax Supporter

HighWire is giving the MathJax project a boost by joining our sponsorship program as MathJax Supporter. A division of the Stanford University Libraries, HighWire hosts the largest repository of peer-reviewed content.

Founded in 1995, HighWire pioneered today’s online journal. As a partner to independent scholarly publishers, societies, associations, and university presses HighWire facilitates the digital dissemination of 1757 journals, reference works, books, and proceedings, including the Journal of Biological Chemistry (JBC Online), Science, the Journal of Neuroscience, and Proceedings of the National Academy of Science (PNAS). HighWire continually improves the reader’s experience by adopting the information technology’s best-practices, standards, and architecture.

“Many of the HighWire affiliated publishers are adopting MathJax’s flexible, light-weight mathematical display technology,” said Xenia Siller, HighWire’s Director of Content Systems and Services. “The MathJax team is great to work with, and we’re pleased to be able to support the program from the inside.”

Becoming a MathJax Supporter allows HighWire to make optimal use of MathJax, and makes an important contribution to keeping MathJax the reliable, flexible and open technology for mathematics on the web.

## Project Euclid continues as a MathJax Supporter

Project Euclid continues to support the MathJax project as a MathJax Supporter.

Project Euclid, jointly managed by Cornell University Library and Duke University Press, addresses the unique needs of independent and society journals. Through a collaborative partnership arrangement, these publishers join forces to create a vibrant online information community for independent and society journals. Project Euclid has been an early MathJax supporter as well as large-scale adopter of MathJax, providing native, high quality, and accessible mathematics for its readers.

“Project Euclid is delighted to continue its support of MathJax,” said Mira Waller, Project Euclid Manager at Duke University Press. “We are pleased to have expanded MathJax’s presence on Project Euclid’s soon-to-be-launched new site, and we look forward to continuing our partnership with MathJax to enhance and further develop the experience of math online.”

The MathJax team looks forward to the continued collaboration with Project Euclid, and welcomes their ongoing support for the MathJax project.

## MathJax v2.3 now available

After a successful beta run, we’re happy to officially release MathJax v2.3.

Version 2.3 is available on the CDN at

and starting today the files at the

address will be switched over the v2.3; it will take 24h-48h for the changes to propagate out to the distributed cloud servers.

During the time that the files are making their way out to the CDN’s servers, there may be a mixture of files in a browser cache, and so users may need to clear their cache and restart their browser in order to get a consistent version of the files.

If you are a page author and concerned about this, you can change (temporarily) to the mathjax/2.3-latest URL instead of mathjax/latest since that is a new address that will not have any cached older versions to worry about. You can switch back to mathjax/latest in a few days when the new version has migrated to all the locations in the cloud.

See http://docs.mathjax.org/en/latest/whats-new-2.3.html for details about the changes in v2.3, and some caveats about the effect of these changes on existing sites. We anticipate a smooth upgrade from v2.2 to v2.3, but as always, let us know on the bug tracker if you experience problems with this new version of MathJax.

Thank you for your continued support.

The MathJax Team.

## What’s New in MathJax v2.3

MathJax v2.3 includes a number of new features, as well a more than 40
important bug fixes.

## Features:

• New webfonts. MathJax v2.3 adds new webfonts for STIX,
Asana Math, Neo Euler, Gyre Pagella, Gyre Termes, and
Latin Modern.

• Localization improvements. MathJax has been accepted into
TranslateWiki.net. Thanks to the TWN community we could add 12
complete and over 20 partial translations.

• MathML improvements. MathJax’s “Show Math as” menu will now expose
the MathML annotation features. There are also two new preview
options for the MathML input mode: mathml (now the default) and
altimage which will show the original MathML and an alternative
image respectively.

• Miscellaneous improvements. A new extension MatchWebFonts improves
the interaction with the surrounding content. A new configuration
method allows configurations by using a regular JavaScript variable
window.MathJax.

• MathJax is now available as a Bower package thanks to community
contributions.

## TeX input:

• Prevent the TeX pre-processor from rendering TeX in MathML
annotation-xml. (Issue #484)
• Fix sizing issue in cases environment (Issue #485)

## Fonts:

• Fix block-letter capital I (U+2111) appearing as J in MathJax font
(Issue #555)
• Fix issue with script mathvariant characters in IE (Issue #621)

## MathML:

• Improved workarounds for MathML output on WebKit (Issue #482)
• Handle empty multiscript nodes in Native MathML output (Issue #486
• Replace non-standard MJX-arrow class by new menclose notation (Issue #481)
• Fix incorrect widths in Firefox MathML output (Issue #558)
• Fix display math not being centered in XHTML (Issue #650)

## HTML-CSS/SVG output

• Fix MathJax not rendering in Chrome when sessionStorage is disabled (Issue #584)
• Fix \mathchoice error with linebreaking in SVG output (Issue #604)

## Miscellaneous:

• Localization: improved fallbacks for IETF tags (Issue #492)
• Localization: support RTL in messages (Issue #627)
• Improve PNG compression (Issue #44)
• Fix poor linebreaking of “flat” MathML (Issue #523)
Posted in News | 1 Comment

## MathJax community update #3

While MathJax v2.3-beta is running smoothly, there news from around the MathJax community keeps coming in. So let’s catch up a little!

### Blog post at O’Reilly Programming

In houshold news, Peter has written a post for O’Reilly’s Programming blog about the state of MathML on the web. Go check it out.

### The arXiv.org adds MathJax support

The well-known preprint server arXiv has added MathJax rendering to abstract pages. We are thrilled to help improve the life of the arXiv’s community!

### MathJax v2.3-beta webfonts playground

The ever-productive Christian Perfect has created a nice playground for exploring our new webfonts options in v2.3-beta. Go and play and let us know if you find bugs or typographical inconsistencies.

### Knockout binding handlers for MathJax

Thanks to the very same Christian Perfect, you can grab an easy to digest example of binding handlers to typeset content using MathJax in a knockout.js setting.

### MathJax support for Ghost

It’s barely publicly available and already the kickstarter-funded, open-source blogging platform Ghost can offer you MathJax support — thanks to this tutorial by Feynman Liang, improving a solution by Patrick Edelman.

The single-page, markdown-driven MDwiki now offers out of the box MathJax support.

### OERpub textbook editor improves

OERpub keeps improving its open-source, HTML5 textbook editor. You can catch up on the latest improvements by reading Kathi Fletcher’s blog post, watch her presentation at Books in Browsers 2013 last week, or go ahead and grab the code on github.

### AAP’s EPUB 3 Implementation Project — White Paper is now online

Over the summer we contributed our expertise on math on the web and in ebooks to the AAP’s intiative to move the implementation of EPUB3 forward. The white paper has now been published. The project is an important step towards better digital books and reading systems by bridging the gap between publishers, reading systems and standards groups.

### NAG Toolbox for MATLAB documentation adds MathJax support

NAG takes advantage of MATLAB’s updated browser environment. This allows MathJax-integration into the documentation, a great improvement over the old rendering. Read up on the details at the NAG blog.

Thanks everyone!

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## Getting a response from STEM audiences | an interview with LetsFeedback

Deniz Demirsoy is managing director at letsfeedback

Here is our second interview with interesting people within the MathJax community. This time we had the pleasure to talk to Deniz Demirsoy from letsfeedback.

You launched letsfeedback recently. Can you tell us a little bit about letsfeedback and how you came up with the idea?

Back in August 2012, I had a conversation with a professor of physics. He mentioned that he gets way too little if any feedback from students during the lectures. It was not because they don‘t have questions or are afraid to ask; it was because of the peer pressure. He told me that his students think they‘ll embarrass themselves in front of their peers by revealing lack of competence, asking “stupid“ questions, or unduly impeding the lecture.

Then I started to build a solution to cope with this situation. Besides providing anonymous teacher-student-interaction, I wanted to provide a tool particularly for STEM teachers who mainly use formulas while teaching.

letsfeedback enters a marketplace with quite a few options already from LMS, Q&A and classroom interaction apps. What is different about letsfeedback?

Indeed, when looking at the competitive landscape I found some solutions. Some of them were hardware based and were using proprietary clickers. I thought, why buy clickers and distribute them to students if they already come to classes with their smartphones, tablets, and notebooks? There were also software-based systems, some of them built by universities themselves. But many of them had a complex user interface and none of them were really ready to use in STEM classes.

We built a product which has a very intuitive user interface and requires no training. It’s web-based and works with any device. We used the MathJax libraries, which gives us the ability to use LaTeX when editing questions. We launched the German and English versions simultaneously and adding any other language support is a matter of a few days.

letsfeedback is available for free. A premium account is only needed if the audience size exceeds 100 people or the speaker wants to use letsfeedback for many classes simultaneously.

Can you tell us a little bit about your background and the history of the project?

I studied Industrial Engineering at the University of Karlsruhe, Germany. The majority of my classes were about computer science and applied mathematics and I also got familiar with LaTeX. Later, I worked many years within the Education Solutions Department of Microsoft. Then I started an online consultancy for companies providing products and services for schools and higher education. After a while I founded a new startup and started to spend my time entirely on letsfeedback.

About 12 months ago we launched an early prototype. The answering options were restricted to A/B/C/D and yes/no. We included a student backchannel, where it was possible to ask the teacher questions anonymously and “like” other students’ questions. We then showed the product to many teachers and asked them for feedback and suggestions. I’d say that about two-thirds of the current version was designed based on teacher input.

The academic community can be challenging when it comes to features and requirements. What has your experience been like?

During my time with Microsoft, I worked with many different customer groups. Yes, the academic community is challenging when it comes to requirements. But I met extraordinarily helpful teachers who gave me really valuable feedback to improve letsfeedback and test it in its early development stages.

Providing math and science support can be tricky, especially on older mobile devices. How did you tackle the problem?

When building Web apps you always have to make a compromise on which browser versions and mobile devices you’re supporting. Since MathJax renders in most popular browsers, even those which don’t support webfonts, it gives us a lot of flexibility.

You are located in southern Germany. Can you tell us a little bit about the situation of German startups in educational areas?

There are some challenges for German education startups. Germany’s education institutions are dominated by public schools and universities. There’s a lot of regulation and laws often limit the ability to introduce new technologies into teaching. Many institutions don’t allow applications which have Facebook or Google integrations, and the data has to be kept within the borders of the European Union.

The percentage of startups focusing on education is certainly lower than in the US. But there are some really interesting companies. One interesting fact about Germany is that it has always been an export country. So the majority of startups have global markets in mind when they create new products.

How have the responses to letsfeedback been so far? Any surprises between speaker and audience response?

We got an overall positive response. Teachers are telling us that even with a large number of listeners they can achieve a high degree of interactivity. Students were much more engaged in lectures and liked using letsfeedback. Teachers of the Liverpool Hope University observed a substantial increase in the number of questions posted that were pertinent and of an academic nature. letsfeedback also allowed them to monitor progress within lectures.

How are speakers and audience able to re-use the content they produce at letsfeedback and beyond?

Speakers can create clones of their letsfeedback classes and reuse or adapt the questions for new lectures. They also get a PDF report of a class and can decide to share parts of the content with their students. For the next product iteration we’re looking into more student-specific features

How do you meet the challenge of user privacy in an audience response system?

Teachers communicate class codes to their students, with which they can access and answer the questions. We don’t store any student names or email addresses in our system.

What are your near and long term plans for the future of letsfeedback?

The upcoming product iteration will be going live in November. We will introduce a new question type with numerical-only answers. Teachers will also be able to mark correct answers. We will launch a Spanish version within the next few months.

In the long term, we want make letsfeedback available in more languages. We will introduce more sharing options for classes, and questions and answers to colleagues and students. Also, we’re investigating native apps for mobile devices.

Thank you for the interview! We look forward to seeing how letsfeedback keeps pushing the envelope for STEM education apps.

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