Assistive Technology for Math

Math assistive technology helps people complete calculations, understand mathematical concepts, and access math instruction when standard tools and materials present barriers. This page provides a general educational overview of common math support tools and does not diagnose math-related difficulties or guarantee outcomes for any individual.

ACCESSIBLE CALCULATORS

Calculators with accessibility features support students and adults who have difficulty with standard calculator displays or physical calculator use. Options include talking calculators that read numbers and functions aloud, large-key and high-contrast calculators for visual access, calculators with adjustable display size, and calculator software built into computers, tablets, and phones that works with screen readers and magnification tools.

DIGITAL MATH NOTATION AND EQUATION EDITORS

Writing math by hand can be difficult for people with physical, visual, or motor disabilities. Digital equation editors allow math expressions, fractions, exponents, and other notation to be entered using a keyboard, switch, or alternative input device rather than handwriting. Some equation editors are built into word processors, while others are standalone tools designed for accessible math input and can work with screen readers.

GRAPHING AND VISUAL MATH TOOLS

Graphing calculators and graphing software help students visualize functions, data, and geometric relationships. Accessible graphing tools may include audio description of graph features, adjustable color and contrast, tactile graphing options, and compatibility with screen readers or magnification software. Some tools also allow graphs to be exported as descriptive text or tactile-ready formats.

TACTILE AND MANIPULATIVE MATH TOOLS

Tactile math tools allow students to explore mathematical concepts through touch rather than, or in addition to, sight. Examples include tactile graphs and diagrams, raised-line drawing tools, tactile geometry sets, and physical manipulatives such as base-ten blocks, fraction tiles, and counters adapted for tactile or larger-scale use. These tools are often used alongside braille math notation.

BRAILLE MATH AND ACCESSIBLE MATH FOR STUDENTS WHO ARE BLIND OR HAVE LOW VISION

Students who are blind or have low vision may use braille math notation, refreshable braille displays with math support, screen readers configured for math content, or large-print and high-contrast math materials. Producing math materials in an accessible format typically requires specialized software and, often, a teacher of students with visual impairments or braille specialist.

TEXT-TO-SPEECH AND READING SUPPORTS FOR MATH TEXT

Word problems, instructions, and math-related text can be challenging for students who have difficulty reading or processing written language. Text-to-speech tools can read math text aloud, though standard text-to-speech software does not always read mathematical notation, such as fractions or exponents, in a way that preserves meaning. Some specialized tools are designed to read math notation aloud accurately. See Reading Assistive Technology for additional reading support tools.

ORGANIZATION AND WORKSPACE SUPPORTS FOR MATH

Multi-step math problems require keeping track of numbers, steps, and workspace organization, which can be difficult for students with attention, memory, or motor difficulties. Supports may include digital graph paper and grid tools that help align numbers in columns, color-coding for different steps or operations, and templates that break problems into smaller visual steps. See Assistive Technology for Executive Function for organization, planning, and task-management supports that apply across subjects.

ALTERNATIVE ACCESS FOR MATH SOFTWARE

Students with physical or motor disabilities may need alternative ways to enter math information into a computer or tablet, such as switch access, alternative keyboards, or voice input. Not all math software is compatible with every access method, so compatibility should be verified for a specific tool before it is selected. See Switch Access and Alternative Keyboards for related information.

CHOOSING MATH ASSISTIVE TECHNOLOGY

Math assistive technology needs vary depending on the specific skills involved, such as computation, graphing, geometry, or word-problem comprehension, as well as a person's vision, motor, cognitive, and reading profile. A single tool rarely addresses every math-related barrier a student may experience. Selecting appropriate math assistive technology often benefits from input from a special education teacher, an assistive technology specialist, or an individualized assistive technology evaluation. See AT Assessment & Selection for more on this process.

MATH AT IN THE CLASSROOM

For students receiving special education services, math assistive technology may be identified through the IEP process as part of required assistive technology consideration. Math AT is one type of assistive technology a team may consider, alongside AT for reading, writing, and other areas. See Education, IDEA & IEPs for information about how assistive technology is addressed in special education.

RELATED ASSISTIVETECHNOLOGY.ORG RESOURCES

See AT Assessment & Selection, Reading Assistive Technology, Writing Assistive Technology, and Education, IDEA & IEPs for related information.

AUTHORITATIVE RESOURCES

The National Center on Accessible Educational Materials at CAST provides guidance on accessible instructional materials and assistive technology relevant to math accessibility. State assistive technology act programs, funded under the Assistive Technology Act, also provide information and, in some states, device loan programs for math-related assistive technology. These sources address general concepts and practices; they are not a substitute for an individualized evaluation.

ABOUT THIS PAGE

This page is provided for general educational purposes and is maintained by The Accessibility Clinic Inc. Math-related assistive technology needs vary widely from person to person, and the information here does not constitute an individualized assistive technology evaluation. For an individualized evaluation, see AssistiveTechnologyEvaluations.org.