ArticlePeerJ. Computer science2024
Accessible interactive learning of mathematical expressions for school students with visual disabilities.
Article in PeerJ. Computer science, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed.
- A behaviour-adaptive AI assistant enhancing accessibility and usability for blind users through real-time interaction personalization.Scientific reports · 2026Article
- Accessible interactive learning of missing-digit arithmetic problems for students with visual disabilities.Scientific reports · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Globally, students with visual disabilities face significant challenges in accessing and learning mathematics, particularly when solving mathematical equations and expressions. These challenges result from the inherent complexity and abstract nature of mathematical content. Additionally, braille codes are inconsistent across regions, collaborative math platforms are unavailable, and accessible mathematics literature is scarce. Assistive technologies, artificial intelligence, and educational resources have improved accessibility for students with visual disabilities. However, these students still face significant challenges when navigating, exploring, and solving mathematical equations and expressions. These challenges contribute underrepresentation of these students in the science, technology, engineering, and mathematics disciplines. To address these limitations, this study proposes a novel solution to assist students with visual disabilities in learning mathematical expressions interactively with flexible navigation. This study proposes an algorithmic approach for converting input mathematical expressions into content MathML expressions, parsing those expressions into semantic elements, and then providing a structural overview of these expressions. Moreover, interactive keyboard keys were designed to provide flexible navigation through speech feedback, so that users can interact more effectively with expressions. Python libraries were utilized to implement the proposed solution. An empirical evaluation was conducted by 15 instructors and 94 students with visual disabilities and validated by Cronbach's alpha. Results indicate that the proposed solution improved mathematics accessibility and learning. This study lays a foundation for future research on the integration of advanced technologies in special education.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.