We describe an approach for producing accessible mathematical content for visually impaired learners. Our main focus is on postsecondary education textbooks required for a course of study towards undergraduate degree in mathematics. As a base for our approach we use the PreTeXt language which combines a rigorous XML document structure with the strength of {LaTeX} typesetting for formulas and graphics. This not only allows to produce formats such as PDF and ePub, but more importantly fully accessible HTML and tactile Braille output from a single source file. The braille version of the text includes mathematical formulas in Nemeth braille as well as embossable tactile diagrams automatically generated from the source. Similarly formulas in the HTML version are screen reader accessible and the graphics provide a means to interactively explore them using screen reading and sonification. We developed our software using two large open-source textbooks on abstract algebra and calculus. Quality of the braille transcription was checked by a certified transcriber and overall readability was checked by a blind mathematician. We have since experimented with automatic translation of other mathematical textbooks to provide to blind student learners and volunteers.

This paper describes a qualitative study concerning the experiences of blind and visually impaired students learning mathematics in primary schools in Ireland, along with a thematic analysis of the findings. It investigates the instructional challenges and teaching techniques that facilitate an inclusive learning environment through flexible assessment plans. Key focus areas include adapting class collaboration activities, using digital and non-digital materials, and deploying specialized strategies to boost learning skills. This study identified significant barriers, including technology accessibility, classroom mobility, and the need for supportive educational aids such as tactile materials and Braille resources. This paper also discusses the importance of support and assistance, including teacher training, parental involvement, and peer support processes. Based on expert opinions, the study identifies gaps in current solutions and suggests future research and development directions. These include the advancement of User-Centred Design (UCD), the integration of multimodal techniques, and the improvement of collaborative and interactive learning solutions. Furthermore, this study recommends reforming educational policy and comprehensive training programs for educators to ensure that visually impaired students receive an equitable mathematics education. This study lays the groundwork for future advancements in teaching methodologies aimed to remove educational barriers.

The purpose of this study was to investigate the effectiveness of using a chatbot combined with video prompting instructions in improving the mathematical word problem-solving abilities of primary school students with intellectual disabilities. This study adopted a single-subject design with multiple probes across participants. The independent variable was the intervention mode of using a chatbot combined with video prompting instructions, while the dependent variable was the performance of the participants in solving mathematical word problems. The participants of this study were three primary school students with mild intellectual disabilities in grades 4-5.The intervention period consisted of a total of 12 sessions, with each teaching session lasting for 30 minutes. In the data analysis, a combination of visual analysis and the Tau-U test was used to analyze the results. Additionally, qualitative data from interviews with the participants and teachers were collected and utilized. The findings revealed a significant improvement in the participants' accuracy of problem-solving after the instructional intervention. The Tau-U values exhibited a large effect from the baseline period to the treatment period, indicating immediate learning effects. Furthermore, all three participants and their resource class teacher expressed a positive attitude towards the effectiveness of the instructional approach.

This article describes the implementation of a prototype educational mobile application for visually disabled students, prepared in the form of a research tool. This tool allows students to explore the features of polynomial functions by audibly analyzing their graphs. Control is performed using the STT (Speech-To-Text) mechanism with a defined set of commands. The application communicates with the user using a synthesized voice generated by the TTS (Text-To-Speech) engine. The core of the tool is to explore the graph of the drawn function. It is implemented using audio feedback that reflects the position of the indicator relative to the function graph line and the value of the nearest point on the graph. This type of sonification is performed through sound waves synthesized in real time with an amplitude that is a function of the distance of the indicator from the graph line. The research goal is to verify which of the feature parameters of the audio graph are most suitable for graph exploration. The following features of the graph sonifying oscillator can be analyzed: type (sinusoidal, square, triangular, sawtoothed), base tone, sound sampling frequency, buffer size, amplitude decay threshold. The above-mentioned parameters can be properly configured, adapting the sound of the charts to the features of the mobile device's touch screen and the student's hearing capabilities.

We developed a programing education tool “ P-CUBE3 ”, which uses blocks with tangible information as its language. P-CUBE3 can control audio output by placing HIRAGANA(Japanese character) blocks on the mat, and also implements an operation history acquisition system that can record the type of block, its position, and operation time. We conducted hands-on programming classes for the visually impaired and sighted children, and analyzed the data obtained from the classes. We have classified the programming process into several patterns and analyzed the relationship between the patterns using a co-occurrence matrix. We report on the characteristics of the programming process of the visually impaired and sighted.