I agree re positive spin however qualified interpreters without a background in Mathematics is not ideal in any course that's heavily laden with mathematics content.
They don't give the same impact as they do in other course such as orally spoken, which can be translated into sign or written form such as Economics or history or English.
That's the problem when an interpreter isn't sure with mathematical terminology or logic, information translated, which comes out as muddled, vague or not clear 100%. That is down to lack of mathematical background and also lack of signing terminology for advanced mathematics (apart from basic maths). I think that is what OP raised this OP thread.
Interpreters are very useful in most subjects such as English or History or Law however deaf students forget it when they go home. So it goes back to square one as it's not ideal. However it's good for any communication setting as group meeting or understanding an subject topic itself.
Also an interpreter's fees are quite expensive as many deaf students are starting to realise this. That would eat very quickly into any student's support grant during the year as they would have nothing left in their grant (during the year) which in turn, their support that they would receive would be stopped or reduced in the form of support services.
I know one student whose course was heavy maths based as he stopped using it. He went for notetaking instead and also he asked Maths lecturer to give him notes with visual aspect of it etc.
For example, Sign langauge interpreters fees are based on hourly basis or two hour basis.
Interpreter Category Level Duration Rate
R2 / R2 Generic Half Day €126
R2 / R2 Generic Full Day €252
R2 / R2 High Skills Half Day €152
R2 / R2 High Skills Full Day €305
R1 / R1 Generic Half Day €152
R1 / R1 Generic Full Day €305
R1 / R1 High Skills Half Day €205
R1 / R1 High Skills Full Day €410.
These do not include mileage and travel expenses etc. The info re fees comes from SLIS.
I don't use interpreters at all in lectures as i was quite happy with the notetaking. It's quite cheaper and effective especially when you can bring it home whereas in an interpreted setting, you can't. Also, I have to take into consideration with respect to my support grant monies and ensure that it lasts right up to the end of term year.
I know one student, who was forced to look for cheaper rates after grant had shrunk too quickly. That student has to opt for a notetaker based on limited monies available in the monies specifically allocated to that student in terms of student support grant. It was a drastic move with a reduced support.
At the end of the day, it's all down to any deaf student, who decides to choose what's best for him or her in terms of learning support options and getting the most out of it.
I noticed that the username who started this OP thread, whose account is now closed as you can see it for yourself. So it's probably likely that username won't give a response.
You mentioned support grant, I'm not too sure what this entails? I don't know how it works.
From my knowledge if a Deaf student is in a full time course in 3rd level education, then the student has a right to equal access and the college must provide and pay for interpreters and note takers.
I suppose with regards the maths terminology it is up to the Deaf student and interpreter to create nonce signs that they could use, specifically for the class and for specific terms