From "reading" math to "doing" math: A new direction in non-visual math accessibility

Abstract

The ability to understand, apply, and manipulate mathematical concepts is a cornerstone of any scientific discipline; as such it is an irreplaceable component of the training and education of any students. While the advent of online and e-learning technologies has enabled the breaking of several barriers and promoted wider access to educational opportunities, it has also furthered the disenfranchisement of visually impaired students. Despite the several efforts in the field of enhancing accessibility for those with visual impairments especially in the educational discipline, it is obvious that there is still a lack of contributions in making mathematics manipulation processes accessible. This paper presents a framework that facilitates doing and manipulating mathematical algebraic content in a way that is convenient, accessible, and usable as well for students with visual impairments. © 2011 Springer-Verlag.