Supporting Blind Students in Navigation and Manipulation of Mathematical Expressions: Basic Requirements and Strategies

Accessing Algebra via MathSpeak™: Understanding the Potential and Pitfalls for Students with Visual Impairments

“…Even when they master basic mathematical concepts, students with visual impairments still face five fundamental challenges across any mathematical area, including algebra: (a) access to [appropriate] materials/textbooks; (b) access to qualified teachers; (c) the ability to navigate through complex equations and information; (d) the ability to conduct calculations while manipulating variables and understanding the problem; and (e) the ability to complete and turn in assignments in a format that is legible to both the student and instructor (Stoeger, Batusic, Miesenberger, & Haindl, 2006). Compounding the problem, algebra serves as a gateway for higher level mathematics coursesa high school graduation requirement-and to future employment and job skills (Algozzine, O'Shea, Crews, & Stoddard, 1987;Gagnon & Maccini, 2001;Maccini et al, 1999;Mack, 2010;Witzel, Mercer, & Miller, 2003).…”

“…All three were students with low vision. The researchers considered these three students appropriate candidates for inclusion in the study as they struggled with access to appropriate materials/textbooks (Stoeger et al, 2006).…”

eText, Mathematics, and Students with Visual Impairments

“…When a student is enrolled in a high school mathematics class, access to the textbooks seems intuitive; students may not always understand the mathematics, but they can read about the concept in the textbook. However, this opportunity is not always available for students with visual impairments (Stoeger, Batusic, Miesenberger, & Haindl, 2006). Although many students with visual impairments can access mathematics textbooks through smallprint, large-print, or Braille versions, or utilize assistive technology such as CCTV or magnifiers, these accommoda-tions are not universal and often textbooks are not designed for students with disabilities, especially students with visual impairments (Miller & Mercer, 1997;National Mathematics Advisory Panel, 2008).…”

Solving Problems of Mathematics Accessibility with Process-driven Math: Methods and Implications

“…Students with visual impairments face significant challenges in working with mathematics due to the nature of the notational language, which is inherently inaccessible when only available in print or a visual display. Some of the fundamental issues these students face include access to accessible instructional content, the ability to navigate through complex algebraic equations, the ability to perform calculations while manipulating variables, and the ability to complete assignments and take tests in a format that both the student and the instructor can understand [5]. While converting instructional content to mathematics braille is a very effective accommodation for many blind students, this practice alone does not necessarily solve all the issues involved in manipulating expressions and working through multistep problems to finally provide the finished product back to the instructor.…”