Learning Experience Design Studio

Office of the Provost

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Math Accessibility

Introduction

When math materials are not designed with accessibility in mind, learners can encounter barriers just to access the content, before they can even work on the concepts. Math shows up in many places in a course—quizzes, slides, handouts, announcements, and videos—so inaccessible math can affect how students participate across the whole learning experience.

Math accessibility is about making sure students can read, navigate, and interact with mathematical notations in digital spaces, regardless of disability or the technologies they use. It supports legal requirements, but it is also an equity practice: it reduces avoidable obstacles so that students’ success depends on their understanding of the math, not on the format in which it appears.

Why Math Accessibility Matters

This short video from Portland Community College highlights why accessible math matters for students and how inaccessible formats can create barriers.

What is Math Accessibility?

Math accessibility means that all students can access and interact with math content, regardless of disability or the technology they use.

In practice, that means:

  • Students using screen readers can hear math content read accurately, rather than just hearing “image” or “graphic.”
  • Students who zoom in, adjust contrast, or use alternative input devices can still view and interact with math content.
  • Math content is not locked in uncaptioned videos, images, or scanned PDFs; it’s provided in a format that assistive technology can read, such as MathML, accessible LaTeX, or structured text.

Key Terms

  • Equation editor: A built-in tool (in Word, Canvas, etc.) that lets you type text and formulas in a structured format, instead of inserting a picture of the equation.
  • LaTeX: A markup language often used for math and scientific notation. When rendered correctly, it produces accessible math.
  • MathML: A standardized way to encode math content so screen readers and other assistive tools can interpret it correctly.
  • Screen reader: Software (e.g., NVDA, JAWS, VoiceOver) that reads what’s on the screen aloud for users who are blind or have low vision.
  • Alt text (alternative text): A brief description of an image that a screen reader can read aloud.

How Accessible Math Aligns with Section 508, ADA, and WCAG

Ensuring math content is accessible helps meet the requirements outlined in these laws and guidelines.

At a High Level

  • ADA (Americans with Disabilities Act) and Section 504
     Require institutions to provide equal access and reasonable accommodations. This includes making math content in courses, assessments, and materials accessible.
  • Section 508
     Requires that digital content—such as LMS pages, PDFs, and documents—be accessible to people with disabilities if provided by or for a federally funded institution.
  • WCAG (Web Content Accessibility Guidelines)
     Provide technical standards (e.g., text alternatives, keyboard access, readable content) that define what “accessible” looks like in practice.

What This Means in Your Course

In practical terms, this means:

  • Students must be able to read and interact with equations using assistive technology, not just see them in a screenshot.
  • Critical math content (instructions, formulas, questions, diagrams) cannot be locked in images or scanned PDFs without accessible text alternatives.
  • Timed quizzes and assignments must be usable with a keyboard and assistive technology, not just a mouse or touchscreen.
  • When you adopt digital tools (e.g., homework platforms, graphing tools), choose options that support accessible math or provide alternatives.

Barriers faced by students with disabilities

Barriers to watch for:

  • Equations shown as images that screen readers cannot read.
  • Scanned or image-only PDFs where text cannot be selected.
  • Video captions that miss or mistranscribe math symbols.
  • Complex formulas typed as plain, unstructured text.
  • Graphs or diagrams with no alt text or explanation.

Why Accessible Math Helps Everyone

  • Clearer equations and diagrams improve understanding for all learners.
  • Text-based math scales better for printing, zooming, and mobile use.
  • Clear structure supports multilingual and international students.
  • Reduces reliance on last-minute accommodations and improves equity.
  • Easier to update and reuse than screenshots or images.
  • More compatible with new tools and technologies.

More Information

Please refer to the Math Accessibility Resource Guide for more information.