From amaansherani877 at outlook.com  Mon Feb  2 10:44:24 2026
From: amaansherani877 at outlook.com (amaan sherani)
Date: Mon, 2 Feb 2026 10:44:24 +0000
Subject: [BlindMath] Math Not Accessible In Gemini
In-Reply-To: 
 <CACHadJ23v-EwzBVBfz0=nGKmrW9FY7zeXCoigHZM-6x5RSKanA@mail.gmail.com>
References: 
 <CACHadJ23v-EwzBVBfz0=nGKmrW9FY7zeXCoigHZM-6x5RSKanA@mail.gmail.com>
Message-ID: 
 <MN2PR12MB3696D73BF3904F08255BAA92EC9AA@MN2PR12MB3696.namprd12.prod.outlook.com>

Hi,
I’ve faced similar challenges with Gemini. For mathematics, GPT-5 has been much more accessible for me—when prompted properly, render maths using MathML, which makes equations far easier to read and navigate compared to Gemini.
I’d suggest giving GPT a try.



________________________________
From: BlindMath <blindmath-bounces at nfbnet.org> on behalf of Bhavya shah via BlindMath <blindmath at nfbnet.org>
Sent: Wednesday, January 14, 2026 5:29 PM
To: Blind Math list for those interested in mathematics <blindmath at nfbnet.org>
Cc: Bhavya shah <bhavya.shah125 at gmail.com>
Subject: [BlindMath] Math Not Accessible In Gemini

I like using Gemini to deepen my understanding of Math and CS topics.
However, in its responses, equations, variables, and other mathematical
content is often rendered in a way that NVDA doesn’t pick up on.



For instance: “v sub w when  is a center word.” Notice how between “when”
and “is” there is an extra space. Here, there almost certainly is a “w”
there that my screen reader is missing. Often, entire equations are
inaccessible. This occurs on both Chrome and Firefox.



To address this, I’ve tried adding system prompts/memories/personal context
to Gemini about my preference for plain text for all Math content; yet,
Gemini 3 Pro/Thinking continues to occasionally forget.



Have you experienced this issue? Do you have any advice on making Gemini
output Math that is always accessible, whether it be plain text or Math ML?
I’d be grateful for all your inputs.



With warm regards,

Bhavya Shah
_______________________________________________
BlindMath mailing list
BlindMath at nfbnet.org
http://nfbnet.org/mailman/listinfo/blindmath_nfbnet.org
To unsubscribe, change your list options or get your account info for BlindMath:
http://nfbnet.org/mailman/options/blindmath_nfbnet.org/amaansherani877%40outlook.com
BlindMath Gems can be found at <http://www.blindscience.org/blindmath-gems-home>

From ljmaher03 at outlook.com  Mon Feb  2 11:44:48 2026
From: ljmaher03 at outlook.com (Louis Maher)
Date: Mon, 2 Feb 2026 11:44:48 +0000
Subject: [BlindMath] The Science and Engineering Division and National
 Association of
 Blind Students Joint STEM Seminar
In-Reply-To: 
 <SJ0PR14MB52307CC0824E6928209F7CD0AA9AA@SJ0PR14MB5230.namprd14.prod.outlook.com>
References: 
 <SJ0PR14MB5230BE948C6FAED34E791B8DAA9AA@SJ0PR14MB5230.namprd14.prod.outlook.com>
 <SJ0PR14MB523024E35BCC8706955A834EAA9AA@SJ0PR14MB5230.namprd14.prod.outlook.com>
 <SJ0PR14MB5230EFC2A50B43EE3CC03811AA9AA@SJ0PR14MB5230.namprd14.prod.outlook.com>
 <SJ0PR14MB523061E270A03478075C9FD6AA9AA@SJ0PR14MB5230.namprd14.prod.outlook.com>
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Message-ID: 
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The Science and Engineering Division and National Association of Blind Students Joint STEM Seminar

Two divisions of the National Federation of the Blind, namely: The Science and Engineering Division (SED) and the National Association of Blind Students (NABS), are presenting a joint Zoom conference on how blind college and graduate students, and blind professionals, are succeeding in courses and careers in science, technology, engineering, and mathematics. The Zoom conference link will be the standard NABS Zoom link shown at the bottom of this message. The call will occur at 7:30 PM EST through 9 PM EST on Sunday, February 22, 2026. We will have three speakers. Each talk will be twenty minutes long with an extra five minutes for questions.

Topics will be of interest for blind students from middle school through graduate school and for professionals. Parents of blind school-aged children and educators are also welcome.

Currently, the scheduled titles, speakers, abstracts, and speaker introductions, are:

Opening Remarks
Lauren Altman, president, National Association of Blind Students (nabs.president at gmail.com<mailto:nabs.president at gmail.com>), and John Miller, president, Science and Engineering Division (Johnmillerphd at hotmail.com<mailto:Johnmillerphd at hotmail.com>) (7:30 PM)

Title: Engineering the Future: Storing Clean Energy Deep Beneath Our Feet (7:40 PM)

Speaker: Matthew Ard (mattard at stanford.edu<mailto:mattard at stanford.edu>)

Abstract: The transition to clean energy is one of the greatest challenges of our time, but what opportunities actually exist to solve this crucial problem? In this talk, I will introduce the field of Energy Science and Engineering and discuss how I am working to tackle climate change through my research on large-scale energy storage. I will share my journey from undergraduate studies to a PhD program and discuss the methods and technologies I use to conduct high-level research as a student with a visual impairment. By sharing my research and personal experience, I hope to demystify the research process and show that a career in research is a tangible reality for students from all backgrounds.

Speaker Introduction: Matthew is a second-year PhD student at Stanford University in the Energy Science and Engineering program and a National Science Foundation Graduate Research Fellow. His research is focused on enabling a clean energy future through underground energy storage. He graduated from San Jose State University with a B.S. in Mechanical Engineering. As an undergraduate, he conducted research at Stanford University and Columbia University, where he focused on solving problems related to climate change. Beyond the lab, Matthew is dedicated to improving accessibility and advocating for inclusion in his communities. He works with the Office of Access, Belonging, and Community and mentors undergraduate and graduate students to help them navigate their own paths in higher education.

Questions: (8:00 PM)

Title: Birding by Ear and Beyond; Exploring, experiencing, and engaging in the wonder of the Natural world as a person who is blind (8:05 PM)

Speaker: Donna Posont (dposont at umich.edu<mailto:dposont at umich.edu>)

Abstract: Wonder of the natural world is for everyone and that includes those who are blind or low vision. Sometimes we learn in various ways by engaging all our other senses to experience natural science. This program at the University of Michigan-Dearborn Environmental Interpretive Center meets at least monthly to learn about nature and is taught as though all participants are blind, but, friends and family are welcome.

Speaker Introduction:
Donna Posont
Coordinator: Birding by Ear and Beyond
Environmental Interpretive Center
University of Michigan-Dearborn
dposont at umich.edu<mailto:dposont at umich.edu>

I have a bachelor's degree in social work from West Liberty University in West Virginia. I returned as a non-traditional student and received a degree in Environmental Studies with a naturalist focus and a minor in Biology graduating in 2015 from the University of Michigan-Dearborn. During my time as a student I started a monthly program for blind people to learn to identify birds by sound. Upon graduation I became a staff naturalist and the program grew to Birding by Ear and Beyond. The Beyond part provides for experiencing all aspects of the natural world such as frogs, tree, and plant identification, learning about the watershed, building, and maintaining a Butterfly Garden. I received training as a Certified Interpretive Guide from the National Association of Interpretation, and this is helpful in sharing about nature. The program has been featured in national magazines such as Audubon and Birds and Blooms as well as appearing on CBS and NBC nightly news and various podcasts such as Ray Brown's Talkin Birds, Any Bird, Any body, and Eyes Free Sports. In 2016 I receive the Outstanding Part time Interpreter the Year award from the National Association of Interpretation Region IV. In 2024 I was a Merit Award recipient from Michigan Association of Environmental Outdoor Educators. My proudest moment came when I received the Jacob Bolotin Award from the National Federation of the Blind in 2024 for an outstanding program which has enhanced the lives of people who happen to be blind.

Questions: (8:25 PM)

Title: Audiom: Evaluating if digital interactive alternate text provides the same information as visual spatial maps and diagrams (8:30 PM)

Speaker: Brandon Biggs (brandon.biggs at xrnavigation.io<mailto:brandon.biggs at xrnavigation.io>)

Abstract: Sighted people view over 300 digital maps a year, in contrast to blind people, who view less than one map a year on average. Only around 17.5% of blind
people have ever viewed a map of any kind as a blind person. This talk will present Audiom, an interactive alternate text game-like digital interface that
can allow the non-visual viewing and creation of different types of spatial information, such as maps and diagrams. Over 13 academic studies and co-designs
have been performed on over 150 blind and 40 sighted participants to create and evaluate Audiom. The presentation will then discuss how Audiom is being
compared with visual digital maps and diagrams. The objective of this work is to clearly define what it means for a non-visual text map to serve the equivalent
purpose to a visual map to meet the Web Content Accessibility Guidelines. The results of this work should inform digital accessibility legislation to facilitate
equal educational and employment opportunities for professions requiring the use of spatial information.

Links to Audiom:
Personal use:
https://audiom.net
Commercial use:
https://xrnavigation.io

Speaker Introduction: Brandon Biggs is an entrepreneur, researcher, inclusive designer, developer, and life-long learner. He is the CEO of XR Navigation, an Engineer at the
Smith-Kettlewell Eye Research Institute, Co-Founder and board treasurer at Sonja Biggs Educational Services Inc., and a PhD student at the Georgia institute
of Technology. In 2016, he received his bachelor's in music from California State University East Bay, in 2019 he received his master's in Inclusive Design
from the Ontario College of Art and Design University, and in 2021, began his PhD in Human Centered Computing from the Georgia Institute of Technology.
He is almost completely blind from Leber's Congenital Amaurosis (LCA). His projects and ventures center around building tools to solve some of the most
difficult problems in the blindness field. He leverages his lived experience coupled with human centered inclusive design principles to create solutions
that create lasting and sustainable impact. To achieve this goal, Brandon is half entrepreneur and half academic.

Questions: (8:50 PM)

Closing Remarks
Lauren Altman and John Miller (8:55 PM)

Adjourn: (9:05 PM)

Division Contact Information

If you wish to learn more about NABS, including how to become a member, go to:
"https://www.nabslink.org/".

If you wish to join the SED, go to:
"http://www.nfb.org/divisiondues".

Dues for NABS and SED are $5 per division per year.

NFB divisions' fiscal years start on January 1 and end on December 31 of the same year.

Individuals may join the NABS and SED e-mail discussion groups at "https://www.nfbnet.org/".

If you have any questions about the mechanics of the seminar, please contact Louis Maher (713-444-7838, ljmaher03 at outlook.com<mailto:ljmaher03 at outlook.com>).
-----
Join Zoom Meeting:
February 22, 2026, 7:30 PM EST

Zoom Meeting Room <https://zoom.us/j/4678833687?_x_zm_rtaid=KOKAICd1R4ihtmx1LS5OTg.1769021469326.3ccbb5b08dc1b4996eb5278c87f34feb&_x_zm_rhtaid=216%23success>

Meeting ID: 467 883 3687

One tap mobile
+13017158592,4678833687 US (Germantown)

13126266799,,4678833687# US (Chicago)






Regards
Louis Maher
Phone: 713-444-7838
Email: ljmaher03 at outlook.com<mailto:ljmaher03 at outlook.com>

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From amaansherani877 at outlook.com  Fri Feb  6 14:32:17 2026
From: amaansherani877 at outlook.com (amaan sherani)
Date: Fri, 6 Feb 2026 14:32:17 +0000
Subject: [BlindMath] Advice on handling the visual side of mathematics
Message-ID: 
 <MN2PR12MB369664502B6361F42DB403DEEC66A@MN2PR12MB3696.namprd12.prod.outlook.com>

Hi everyone,
Hope this email finds you well. I am a university student studying AI, and mathematics is a big part of my degree. and I wanted to ask for advice on handling the more visual parts of maths.
I am fine with understanding common graphs and charts at a basic level, like what a histogram or Venn diagram looks like in statistics. The part I find harder is when a question expects you to sketch something, or when a visual picture is important to solve it properly.
Some examples I have faced so far are:

sketching graphs, especially quadratics and other functions, and using the graph to answer questions

transformations such as reflections in the x axis or y axis, and shifts and stretches

understanding the shape and behaviour of functions, like where the curve increases or decreases, turning points, and intercepts

trigonometry and unit circle style thinking, like angles in radians and how the graph of sin or cos behaves

mechanics topics where a diagram is usually drawn, like forces, equilibrium, and resolving forces into components

calculus questions where a sketch helps with interpretation, like gradient, tangents, or understanding what a derivative means on a graph
At the moment, if a question is strictly “draw the graph”, I try to build a mental picture using key points and behaviour, and if drawing is not required in my assessment, I sometimes skip that part. But even when it is not required, I still want a better approach so I can understand the topic more fully.
How do you deal with these visual requirements in practice, especially in exams or timed assessments
Are there any tools or techniques that have worked well for you, specific ways of describing graphs and diagrams
in addition, I am trying to find an accessible Stats calculator, so far I've found desmos scientific Calculator its helpful in physics but not much in stats.
Any advice would be really helpful.
Thank you,


Kind regards

Amaan Sherani


From surisukriti29 at gmail.com  Fri Feb  6 14:51:02 2026
From: surisukriti29 at gmail.com (Sukriti Suri)
Date: Fri, 6 Feb 2026 20:21:02 +0530
Subject: [BlindMath] Advice on handling the visual side of mathematics
In-Reply-To: 
 <MN2PR12MB369664502B6361F42DB403DEEC66A@MN2PR12MB3696.namprd12.prod.outlook.com>
References: 
 <MN2PR12MB369664502B6361F42DB403DEEC66A@MN2PR12MB3696.namprd12.prod.outlook.com>
Message-ID: <44F6B68E-1868-4EA1-B05E-F2EB1F7B44FA@gmail.com>

Hi Aman. While drawing figures on our own is not a possibility as of yet I suppose but to visualize them is possible to some extent. There is a drawing board with surface like that of a window net. When a figure is drawn by placing it on the surface of that space, reverse impression of the figure comes on the opposite side of the paper. Then it is possible to feel that figure. I am not sure about the name of the drawing board but you can try it out by using window net or any kind of rough surface like that. Additionally, apps like be my eyes can also be used in this case. You can share a picture of the diagram (like graph of sine curve) with be my eyes and get it explained.
Hope that helps


From brandonkeithbiggs at gmail.com  Fri Feb  6 15:02:42 2026
From: brandonkeithbiggs at gmail.com (Brandon Keith Biggs)
Date: Fri, 6 Feb 2026 07:02:42 -0800
Subject: [BlindMath] Advice on handling the visual side of mathematics
In-Reply-To: 
 <MN2PR12MB369664502B6361F42DB403DEEC66A@MN2PR12MB3696.namprd12.prod.outlook.com>
References: 
 <MN2PR12MB369664502B6361F42DB403DEEC66A@MN2PR12MB3696.namprd12.prod.outlook.com>
Message-ID: 
 <CAKAWQkX9ixwUDZqO+-=SsjrZPyTwQTpp-zgQAKmF16LHNWTKkw@mail.gmail.com>

Hello Amaan,
Here are a few graphing tools I'm aware of:
https://xabilitylab.shinyapps.io/a11y_dashboard/
and
https://sonification.highcharts.com/#/
For statistics I use R pretty heavily and the BrailleR library:
https://github.com/ajrgodfrey/BrailleR
But I almost never use graphs, there are methods, like using Shapiro-Wilk
Normality Tests, for looking at distribution without needing a graph. In
class you will need to deal with graphs, but when you use data outside of
class, you probably won't need graphs.
Thanks,

Brandon Keith Biggs <http://brandonkeithbiggs.com/>


On Fri, Feb 6, 2026 at 6:34 AM amaan sherani via BlindMath <
blindmath at nfbnet.org> wrote:

> Hi everyone,
> Hope this email finds you well. I am a university student studying AI, and
> mathematics is a big part of my degree. and I wanted to ask for advice on
> handling the more visual parts of maths.
> I am fine with understanding common graphs and charts at a basic level,
> like what a histogram or Venn diagram looks like in statistics. The part I
> find harder is when a question expects you to sketch something, or when a
> visual picture is important to solve it properly.
> Some examples I have faced so far are:
>
> sketching graphs, especially quadratics and other functions, and using the
> graph to answer questions
>
> transformations such as reflections in the x axis or y axis, and shifts
> and stretches
>
> understanding the shape and behaviour of functions, like where the curve
> increases or decreases, turning points, and intercepts
>
> trigonometry and unit circle style thinking, like angles in radians and
> how the graph of sin or cos behaves
>
> mechanics topics where a diagram is usually drawn, like forces,
> equilibrium, and resolving forces into components
>
> calculus questions where a sketch helps with interpretation, like
> gradient, tangents, or understanding what a derivative means on a graph
> At the moment, if a question is strictly “draw the graph”, I try to build
> a mental picture using key points and behaviour, and if drawing is not
> required in my assessment, I sometimes skip that part. But even when it is
> not required, I still want a better approach so I can understand the topic
> more fully.
> How do you deal with these visual requirements in practice, especially in
> exams or timed assessments
> Are there any tools or techniques that have worked well for you, specific
> ways of describing graphs and diagrams
> in addition, I am trying to find an accessible Stats calculator, so far
> I've found desmos scientific Calculator its helpful in physics but not much
> in stats.
> Any advice would be really helpful.
> Thank you,
>
>
> Kind regards
>
> Amaan Sherani
>
>
> _______________________________________________
> BlindMath mailing list
> BlindMath at nfbnet.org
> http://nfbnet.org/mailman/listinfo/blindmath_nfbnet.org
> To unsubscribe, change your list options or get your account info for
> BlindMath:
>
> http://nfbnet.org/mailman/options/blindmath_nfbnet.org/brandonkeithbiggs%40gmail.com
> BlindMath Gems can be found at <
> http://www.blindscience.org/blindmath-gems-home>
>

From campbell.rutherford15 at gmail.com  Fri Feb  6 15:20:09 2026
From: campbell.rutherford15 at gmail.com (Campbell Rutherford)
Date: Fri, 6 Feb 2026 10:20:09 -0500
Subject: [BlindMath] Advice on handling the visual side of mathematics
In-Reply-To: 
 <MN2PR12MB369664502B6361F42DB403DEEC66A@MN2PR12MB3696.namprd12.prod.outlook.com>
References: 
 <MN2PR12MB369664502B6361F42DB403DEEC66A@MN2PR12MB3696.namprd12.prod.outlook.com>
Message-ID: <003a01dc977c$15637250$402a56f0$@gmail.com>

Hi Amaan,

I'm a college student studying applied math, so I've encountered some of the situations that you're describing. Regarding graphing functions and transformations, I've found Desmos graphing calculator to be helpful:
https://www.desmos.com/calculator
You mentioned that you've used Desmos Scientific Calculator, but the graphing calculator allows you to explore graphs of functions auditorily. If you use a Windows PC, the following tutorial might be helpful:
https://www.youtube.com/watch?v=_EMZDUxV1l4
The functions in this video are just examples; you can graph more complicated things, such as a function and its derivative. However, I don't think Desmos supports graphing in three dimensions or higher, so it may not be as helpful if you are primarily doing multivariable calculus. 
Here is the Desmos accessibility documentation:
https://www.desmos.com/accessibility
If your college will provide them, I might also recommend requesting tactile graphics for any graphs that you either can't graph on Desmos or are still having trouble understanding, and as someone else mentioned, you can use the Be My Eyes app and/or other AI tools to get descriptions of graphs that you encounter. I realize that tactile graphics will rarely be available in the real world, but they can be helpful in developing a foundational understanding of graphs.
Regarding what you might do for exams, I've taken a few different approaches, depending on the type of problem. If I am given a problem with a graph that I need to analyze, I am usually given a description, tactile graphic, or Desmos version of the graph in question, which I use to solve the problem. If I am required to produce a graph as part of the problem, I am sometimes allowed to use Desmos to graph it initially and explore its features, but I'm also typically required to give a verbal description of the important features of the graph (shape, intercepts, concavity, etc.) so that my professor knows that I understand the relationship between equations and graphs.
I hope all of this is helpful! Feel free to email me off list if you have other questions; I know that this was kind of rapid fire.

Best,
Campbell Rutherford

-----Original Message-----
From: BlindMath <blindmath-bounces at nfbnet.org> On Behalf Of amaan sherani via BlindMath
Sent: Friday, February 6, 2026 9:32 AM
To: 'blind math' <blindmath at nfbnet.org>
Cc: amaan sherani <amaansherani877 at outlook.com>
Subject: [BlindMath] Advice on handling the visual side of mathematics

Hi everyone,
Hope this email finds you well. I am a university student studying AI, and mathematics is a big part of my degree. and I wanted to ask for advice on handling the more visual parts of maths.
I am fine with understanding common graphs and charts at a basic level, like what a histogram or Venn diagram looks like in statistics. The part I find harder is when a question expects you to sketch something, or when a visual picture is important to solve it properly.
Some examples I have faced so far are:

sketching graphs, especially quadratics and other functions, and using the graph to answer questions

transformations such as reflections in the x axis or y axis, and shifts and stretches

understanding the shape and behaviour of functions, like where the curve increases or decreases, turning points, and intercepts

trigonometry and unit circle style thinking, like angles in radians and how the graph of sin or cos behaves

mechanics topics where a diagram is usually drawn, like forces, equilibrium, and resolving forces into components

calculus questions where a sketch helps with interpretation, like gradient, tangents, or understanding what a derivative means on a graph At the moment, if a question is strictly “draw the graph”, I try to build a mental picture using key points and behaviour, and if drawing is not required in my assessment, I sometimes skip that part. But even when it is not required, I still want a better approach so I can understand the topic more fully.
How do you deal with these visual requirements in practice, especially in exams or timed assessments Are there any tools or techniques that have worked well for you, specific ways of describing graphs and diagrams in addition, I am trying to find an accessible Stats calculator, so far I've found desmos scientific Calculator its helpful in physics but not much in stats.
Any advice would be really helpful.
Thank you,


Kind regards

Amaan Sherani


_______________________________________________
BlindMath mailing list
BlindMath at nfbnet.org
http://nfbnet.org/mailman/listinfo/blindmath_nfbnet.org
To unsubscribe, change your list options or get your account info for BlindMath:
http://nfbnet.org/mailman/options/blindmath_nfbnet.org/campbell.rutherford15%40gmail.com
BlindMath Gems can be found at <http://www.blindscience.org/blindmath-gems-home>


From ljmaher03 at outlook.com  Fri Feb  6 15:40:58 2026
From: ljmaher03 at outlook.com (Louis Maher)
Date: Fri, 6 Feb 2026 15:40:58 +0000
Subject: [BlindMath] Advice on handling the visual side of mathematics
In-Reply-To: 
 <MN2PR12MB369664502B6361F42DB403DEEC66A@MN2PR12MB3696.namprd12.prod.outlook.com>
References: 
 <MN2PR12MB369664502B6361F42DB403DEEC66A@MN2PR12MB3696.namprd12.prod.outlook.com>
Message-ID: 
 <CO6PR14MB5219AD0ED23993A3AD0CB3DAAA66A@CO6PR14MB5219.namprd14.prod.outlook.com>

Hello Amaan,

There is a $50 pad that will allow you to sketch figures using copy paper and a pen, and you can feel the result. It is called the Sensational Blackboard.

Here is the producers contact information

sensational blackboards
303-238-4760
Sensational Books
P.O. Box 261085
Lakewood, CO 80226
https://www.sensationalbooks.com/products.html




Regards
Louis Maher
Phone: 713-444-7838
Email: ljmaher03 at outlook.com

-----Original Message-----
From: BlindMath <blindmath-bounces at nfbnet.org> On Behalf Of amaan sherani via BlindMath
Sent: Friday, February 6, 2026 8:32 AM
To: 'blind math' <blindmath at nfbnet.org>
Cc: amaan sherani <amaansherani877 at outlook.com>
Subject: [BlindMath] Advice on handling the visual side of mathematics

Hi everyone,
Hope this email finds you well. I am a university student studying AI, and mathematics is a big part of my degree. and I wanted to ask for advice on handling the more visual parts of maths.
I am fine with understanding common graphs and charts at a basic level, like what a histogram or Venn diagram looks like in statistics. The part I find harder is when a question expects you to sketch something, or when a visual picture is important to solve it properly.
Some examples I have faced so far are:

sketching graphs, especially quadratics and other functions, and using the graph to answer questions

transformations such as reflections in the x axis or y axis, and shifts and stretches

understanding the shape and behaviour of functions, like where the curve increases or decreases, turning points, and intercepts

trigonometry and unit circle style thinking, like angles in radians and how the graph of sin or cos behaves

mechanics topics where a diagram is usually drawn, like forces, equilibrium, and resolving forces into components

calculus questions where a sketch helps with interpretation, like gradient, tangents, or understanding what a derivative means on a graph
At the moment, if a question is strictly "draw the graph", I try to build a mental picture using key points and behaviour, and if drawing is not required in my assessment, I sometimes skip that part. But even when it is not required, I still want a better approach so I can understand the topic more fully.
How do you deal with these visual requirements in practice, especially in exams or timed assessments
Are there any tools or techniques that have worked well for you, specific ways of describing graphs and diagrams
in addition, I am trying to find an accessible Stats calculator, so far I've found desmos scientific Calculator its helpful in physics but not much in stats.
Any advice would be really helpful.
Thank you,


Kind regards

Amaan Sherani


_______________________________________________
BlindMath mailing list
BlindMath at nfbnet.org
http://nfbnet.org/mailman/listinfo/blindmath_nfbnet.org
To unsubscribe, change your list options or get your account info for BlindMath:
http://nfbnet.org/mailman/options/blindmath_nfbnet.org/ljmaher03%40outlook.com
BlindMath Gems can be found at <http://www.blindscience.org/blindmath-gems-home>

From avery8ingram at gmail.com  Fri Feb  6 16:47:47 2026
From: avery8ingram at gmail.com (avery ingram)
Date: Fri, 6 Feb 2026 08:47:47 -0800
Subject: [BlindMath] Advice on handling the visual side of mathematics
Message-ID: <D8ABC23D-70B1-4C43-998E-DF7433FD1D99@gmail.com>

﻿
Hello,

I have a few ideas, and you can also feel free to email me individually. There's something called an Orion TI-84 Talking Graphing Calculator. You might find a board like a Draftsman or Tactipad helpful. They're a bit annoying to use, because they're covered with wax, but I find Wikki Stix extremely fast and easy to use for drawing. They're also nice because you can modify the drawing as you go, though this also means you have to be more careful. When I took physics, I made a ton of arrows out of them so I could put them down on the paper as soon as I needed them. Don't hesitate to try out different methods to find what works best for you. You could also tell your professors you haven't gotten much support about this type of thing in the past, so it might take you more time to answer these types of questions. You could also ask a professor to help describe how some of these mathematical ideas work, which I will also try to do here.

To sketch a quadratic, you could try to memorize a general idea of what that graph would look like to help you. Then you could verify that it's pretty accurate by plotting some points on your graph and making sure they line up.

There are a lot of these things I would do in my head, but you could do with a physical drawing if that were easier. For instance, flipping a graph about the X-axis is like flipping it over, like turning a bowl upside-down. Flipping something about the Y-axis would be like flipping an arrow so it pointed to the right instead of left.

If you had the equation y = x, but then changed it to y = 2x, that would compress the graph like if you pushed the graph inward with your hands from the sides. You could also plot points to clarify.

Sorry I have to get going now, but I think it will get easier as you memorize what different graphs look like and get more practice with it. And good for you for trying to understand this instead of just skipping the questions and getting a lower grade. It's not always easy. Best of luck with your studies.

Avery

On Feb 6, 2026, at 6:33 AM, amaan sherani via BlindMath <blindmath at nfbnet.org> wrote:

﻿Hi everyone,
Hope this email finds you well. I am a university student studying AI, and mathematics is a big part of my degree. and I wanted to ask for advice on handling the more visual parts of maths.
I am fine with understanding common graphs and charts at a basic level, like what a histogram or Venn diagram looks like in statistics. The part I find harder is when a question expects you to sketch something, or when a visual picture is important to solve it properly.
Some examples I have faced so far are:

sketching graphs, especially quadratics and other functions, and using the graph to answer questions

transformations such as reflections in the x axis or y axis, and shifts and stretches

understanding the shape and behaviour of functions, like where the curve increases or decreases, turning points, and intercepts

trigonometry and unit circle style thinking, like angles in radians and how the graph of sin or cos behaves

mechanics topics where a diagram is usually drawn, like forces, equilibrium, and resolving forces into components

calculus questions where a sketch helps with interpretation, like gradient, tangents, or understanding what a derivative means on a graph
At the moment, if a question is strictly “draw the graph”, I try to build a mental picture using key points and behaviour, and if drawing is not required in my assessment, I sometimes skip that part. But even when it is not required, I still want a better approach so I can understand the topic more fully.
How do you deal with these visual requirements in practice, especially in exams or timed assessments
Are there any tools or techniques that have worked well for you, specific ways of describing graphs and diagrams
in addition, I am trying to find an accessible Stats calculator, so far I've found desmos scientific Calculator its helpful in physics but not much in stats.
Any advice would be really helpful.
Thank you,


Kind regards

Amaan Sherani


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http://nfbnet.org/mailman/listinfo/blindmath_nfbnet.org
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BlindMath Gems can be found at <http://www.blindscience.org/blindmath-gems-home>

From rjaquiss at earthlink.net  Fri Feb  6 18:16:42 2026
From: rjaquiss at earthlink.net (rjaquiss at earthlink.net)
Date: Fri, 6 Feb 2026 11:16:42 -0700
Subject: [BlindMath] Advice on handling the visual side of mathematics
In-Reply-To: <44F6B68E-1868-4EA1-B05E-F2EB1F7B44FA@gmail.com>
References: 
 <MN2PR12MB369664502B6361F42DB403DEEC66A@MN2PR12MB3696.namprd12.prod.outlook.com>
 <44F6B68E-1868-4EA1-B05E-F2EB1F7B44FA@gmail.com>
Message-ID: <00af01dc9794$c0724320$4156c960$@earthlink.net>

Hello:

     The American Printing House for the Blind (APH) sells a device called the Draftsman. The Draftsman allows a user to draw on special plastic film that forms a raised line. Accessories include a ruler, protractor etc. It is also possible to copy a printed drawing to SwellTouch paper and then process the SwellTouch paper with a SwellForm machine from American Thermoform.
The image will be raised. ViewPlus Technologies sells a variety of embossers that produce raised line graphics.
A low cost way is to use WikiSticks which stick to paper. The WikiSticks are somewhat reusable.
Hope this helps.

Regards,
Robert
 
-----Original Message-----
From: BlindMath <blindmath-bounces at nfbnet.org> On Behalf Of Sukriti Suri via BlindMath
Sent: Friday, February 6, 2026 7:51 AM
To: blindmath at nfbnet.org
Cc: Sukriti Suri <surisukriti29 at gmail.com>
Subject: Re: [BlindMath] Advice on handling the visual side of mathematics

Hi Aman. While drawing figures on our own is not a possibility as of yet I suppose but to visualize them is possible to some extent. There is a drawing board with surface like that of a window net. When a figure is drawn by placing it on the surface of that space, reverse impression of the figure comes on the opposite side of the paper. Then it is possible to feel that figure. I am not sure about the name of the drawing board but you can try it out by using window net or any kind of rough surface like that. Additionally, apps like be my eyes can also be used in this case. You can share a picture of the diagram (like graph of sine curve) with be my eyes and get it explained.
Hope that helps


_______________________________________________
BlindMath mailing list
BlindMath at nfbnet.org
http://nfbnet.org/mailman/listinfo/blindmath_nfbnet.org
To unsubscribe, change your list options or get your account info for BlindMath:
http://nfbnet.org/mailman/options/blindmath_nfbnet.org/rjaquiss%40earthlink.net
BlindMath Gems can be found at <http://www.blindscience.org/blindmath-gems-home>


From sloraas at austincc.edu  Tue Feb 10 01:26:26 2026
From: sloraas at austincc.edu (Sean Loraas)
Date: Mon, 9 Feb 2026 19:26:26 -0600
Subject: [BlindMath] Advice on handling the visual side of mathematics
Message-ID: 
 <CABicWNVfqx03ixq1OD3y7hQPNbmStbXn6p8e-Wj9uw5DKL_NAw@mail.gmail.com>

Amaan,

Amaan,

When a student finds tactile tools helpful, we often provide a simple
tactile graphing kit to supplement (not replace) detailed descriptions.

The key component is access to blank tactile graph templates (e.g.,
raised-line swell paper or braille graphics via an embosser). These can
include simple grids, Cartesian planes, or Quadrant I graphs, even polar
graphs,  based on what’s used in the course. Disability offices can usually
provide these or help source them. They should be customized to your needs,
with braille labels or no labels as needed.

A basic kit includes:

   -

   Blank tactile graph templates
   -

   A base (cork board, plywood, or thick cardboard)
   -

   Map pins
   -

   Push pins in a few distinct shapes
   -

   Optional: string or rubber bands to connect points

Students can explore instructor-provided graphs or plot points themselves
to “sketch” a graph. Pins can be placed independently or with a scribe, and
the result can be transferred to a visual sketch or photographed for
submission. In many cases, a table of values can and should be accepted as
the graph.

I have put together a guide to assembling a kit, with directions for both
students and support staff/instructors. I have also been developing a
non-visual guide to transformations of functions, that uses tables to apply
transformations in a way that results in the new function in table form,
without the usual visual emphasis. Send me a message and I can share those
with you.

Hope that helps.

Sean Loraas
 Accessibility Technician
 Alt. Text & Media
   Austin Community College
   Eastview Campus
    Office: 2140

From osterhauss at tsbvi.edu  Tue Feb 10 20:56:31 2026
From: osterhauss at tsbvi.edu (Susan Osterhaus)
Date: Tue, 10 Feb 2026 14:56:31 -0600
Subject: [BlindMath] From the TEAM Initiative: Our latest T2 newsletter is
 now available!
In-Reply-To: <23a6e9027eace806c79a0bc99055f92f@mail.gmail.com>
References: 
 <CAADRMZutMHF=Qm3JyXBG5fer1i880_q5icUYXe3rn+q9SjwZFA@mail.gmail.com>
 <CAADRMZsLvtQjRo+3o4Gv3kZE1Xtx+6pZp5QkhbXHxy90L27zDw@mail.gmail.com>
 <2e41924fd7d9f8d6607a9f47e180a9f9@mail.gmail.com>
 <1cbfdaa8111aefe69584d560d2bc0b76@mail.gmail.com>
 <f0cd3b4b3e803d6d92f9c9b510323222@mail.gmail.com>
 <0f4a812cff2c061fe8a16839160306e1@mail.gmail.com>
 <23a6e9027eace806c79a0bc99055f92f@mail.gmail.com>
Message-ID: <ee0c81d484f53ecfc84c327b4d05ec5f@mail.gmail.com>

Hi Everyone,



The Perkins TEAM (Tech Equity and Access in Math) Initiative is on the move
again, and we thought you might be interested in what we are currently
doing. We are offering three free webinars regarding digital math during
the Winter/Spring of 2026, and we would love to have you join us. We have
lots of other news as well, but you will have to read the attached
newsletter to find out all about it!! 😊



Susan





Good afternoon,

We’re delighted to share our latest TEAM Initiative Newsletter, T2.  We
have attached the Newsletter as a PDF or you may use this link to access it
online
<https://www.perkins.org/wp-content/uploads/2026/02/February-2026-Newsletter-3.pdf>
.

Our latest issue will provide you with a reminder about the digital math
resources available to you and will also provide you with a bird’s eye view
of some upcoming activities you won’t want to miss!

Don’t forget to visit our continually updated TEAM Initiative website
<https://www.perkins.org/team-initiative/>. Also feel free to share it with
your colleagues. We have recordings of past webinars, and links to
additional resources <https://www.perkins.org/team-initiative-resources/>.
Between this site, and updates to Paths To Technology
<https://www.perkins.org/paths-to-technology/>, you’re sure to find new
information to build your knowledge, awareness and tools.

We grow by learning from others! Feel free to reach out with any questions
or suggestions!  Use this form
<https://docs.google.com/forms/d/e/1FAIpQLSeIuD5IDnddeziCCFbZo5fWtL0HQCANJ5EWQvbFzytOTlF4lQ/viewform?usp=dialog>
to
send questions and make suggestions to the TEAM Initiative Steering
Committee.

Onward!

Leslie and the TEAM Initiative



____

*Damary Lizardo*

(She/Her/Hers) TEAM Initiative - Program Associate

Perkins <https://www.perkins.org/>

175 N. Beacon St.

Watertown, MA 02472

[image: Perkins logo]

[image: Facebook] <http://facebook.com/OfficialPerkins/>[image: Instagram]
<https://www.instagram.com/perkinsvision/>[image: LinkedIn]
<http://linkedin.com/school/perkins-school-for-the-blind/>
<https://twitter.com/perkinsvision>
-------------- next part --------------
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From l.andre.zelvin at gmail.com  Wed Feb 11 01:01:26 2026
From: l.andre.zelvin at gmail.com (Andre Zelvin)
Date: Tue, 10 Feb 2026 20:01:26 -0500
Subject: [BlindMath] From the TEAM Initiative: Our latest T2 newsletter is
 now available!
In-Reply-To: <ee0c81d484f53ecfc84c327b4d05ec5f@mail.gmail.com>
References: <ee0c81d484f53ecfc84c327b4d05ec5f@mail.gmail.com>
Message-ID: <88F44D64-2EB0-4DA8-8E8D-C8A492E4CC64@gmail.com>

Hi, I am afraid I'm behind the times with pdf files, as so many I have trouble with are being used in blindness related contexts, so I know I'm doing something wrong. Perhaps someone can help me with this? I"m on an iPhone, the latest OS before the 26 upgrade which I don't want to do as I'm using an SE which is already having problems with some apps that seem to be about insufficient ram. I can't imagine that someplace like Perkins would post something like this that can only be read on a computer, which I haven't tried yet but I'd first like to solve the iPhone problem as it keeps coming up. I first plugged in the web address into safari and it seems to be the same pdf. I couldn't read it at all, turned on screen recognition and I was sort of able to read it, but without sufficient control, and I can't imagine that is the way it was intended. So, I tried opening the attachment direcctly. I'm using the native mail app. I use it and on the phone, because it's the smoothest way I"ve found to read and process and respond to mail, but if there is something else people are preferring, that would also be useful info. Anyway, opening it that way, I'm able to read descriptions of images on two pages, but then only links or apparent links and no other text and I cannot move beyond those two pages. I had downloaded the acrobat app, found that too inaccessible and removed it so nothing would open automatically in it, but I'd be happy to know it's mnot inaccessible and that I'm just not up to date, and get referred to a "how to" page. I always figured out how to use programs without trying to read a manual and I do realize I'm a dinosaur and that may not be possible any longer. I'm just a bit lost. I actually joined this group to look for tips on upgrading my knowledge of technology for Math, and haven't even been able to get to that, but I'm not just someone who wandered in with curiosity, but do have goals for wanting to read this.
Thanks anyone who is able to help me with this.
Andre


On Feb 10, 2026, at 3:58 PM, Susan Osterhaus via BlindMath <blindmath at nfbnet.org> wrote:

﻿Hi Everyone,



The Perkins TEAM (Tech Equity and Access in Math) Initiative is on the move
again, and we thought you might be interested in what we are currently
doing. We are offering three free webinars regarding digital math during
the Winter/Spring of 2026, and we would love to have you join us. We have
lots of other news as well, but you will have to read the attached
newsletter to find out all about it!! 😊



Susan





Good afternoon,

We’re delighted to share our latest TEAM Initiative Newsletter, T2.  We
have attached the Newsletter as a PDF or you may use this link to access it
online
<https://www.perkins.org/wp-content/uploads/2026/02/February-2026-Newsletter-3.pdf>
.

Our latest issue will provide you with a reminder about the digital math
resources available to you and will also provide you with a bird’s eye view
of some upcoming activities you won’t want to miss!

Don’t forget to visit our continually updated TEAM Initiative website
<https://www.perkins.org/team-initiative/>. Also feel free to share it with
your colleagues. We have recordings of past webinars, and links to
additional resources <https://www.perkins.org/team-initiative-resources/>.
Between this site, and updates to Paths To Technology
<https://www.perkins.org/paths-to-technology/>, you’re sure to find new
information to build your knowledge, awareness and tools.

We grow by learning from others! Feel free to reach out with any questions
or suggestions!  Use this form
<https://docs.google.com/forms/d/e/1FAIpQLSeIuD5IDnddeziCCFbZo5fWtL0HQCANJ5EWQvbFzytOTlF4lQ/viewform?usp=dialog>
to
send questions and make suggestions to the TEAM Initiative Steering
Committee.

Onward!

Leslie and the TEAM Initiative



____

*Damary Lizardo*

(She/Her/Hers) TEAM Initiative - Program Associate

Perkins <https://www.perkins.org/>

175 N. Beacon St.

Watertown, MA 02472

[image: Perkins logo]

[image: Facebook] <http://facebook.com/OfficialPerkins/>[image: Instagram]
<https://www.instagram.com/perkinsvision/>[image: LinkedIn]
<http://linkedin.com/school/perkins-school-for-the-blind/>
<https://twitter.com/perkinsvision>
<T2 February 2026 Newsletter.pdf>
_______________________________________________
BlindMath mailing list
BlindMath at nfbnet.org
http://nfbnet.org/mailman/listinfo/blindmath_nfbnet.org
To unsubscribe, change your list options or get your account info for BlindMath:
http://nfbnet.org/mailman/options/blindmath_nfbnet.org/l.andre.zelvin%40gmail.com
BlindMath Gems can be found at <http://www.blindscience.org/blindmath-gems-home>

From osterhauss at tsbvi.edu  Sat Feb 14 17:55:56 2026
From: osterhauss at tsbvi.edu (Susan Osterhaus)
Date: Sat, 14 Feb 2026 11:55:56 -0600
Subject: [BlindMath] FW: Paid Research Study Opportunities with Northeastern
 University
In-Reply-To: <b7f920fc5bbf006ac6680a96eb12b796@mail.gmail.com>
References: <10c7efd236404ceca91d319f0eafc526@carroll.org>
 <b7f920fc5bbf006ac6680a96eb12b796@mail.gmail.com>
Message-ID: <d181d82e4cb2c52bb3e2504955806255@mail.gmail.com>

Hi Everyone,



I thought some of you might be interested in participating in one or both
of these research studies. However, they need you physically present at the
Carroll Center, so keep that in mind.



Susan



*From:* The Carroll Center for the Blind <development at carroll.org>



[image: The Carroll Center for the Blind Logo]

Dear Carroll Center for the Blind Community,

Researchers from Northeastern University are conducting two* in-person
*research
studies at The Carroll Center for the Blind* from Sunday, February 22
through Wednesday, February 25*. They are seeking individuals who are blind
or have low vision to participate. Participants may sign up for one or both
studies and will receive $50 for each study completed. Additional details
are provided below. If you are interested, please complete the sign-up sheet
<https://eml-pusa01.app.blackbaud.net/intv2/j/D8C3EF4D-5471-466E-90AB-517F94C5E1D4/r/D8C3EF4D-5471-466E-90AB-517F94C5E1D4_5804f4ed-e6f1-44ab-97ac-0e7e81788ce9/l/3388BD1B-F8F9-474D-AADA-FF26492B150C/c>
.
------------------------------

*Study 1: Evaluation of a Mobile App for Accessing Math Documents*

This study investigates usability of a mobile app aimed at making STEM
documents accessible. The study is conducted by researchers at Northeastern
University in collaboration with UNAR Labs, an innovative assistive
technology startup based in Maine. This team has been working on an app
aimed at bolstering the accessibility of STEM materials for users who are
blind. The app employs speech, tone, and haptic feedback as a conduit to
relay complex math expressions and graphical content.

*Eligibility Criteria:* To qualify for this study, you must be between 18
and 60 years of age, legally blind, and have a minimum of two years of
experience with Apple’s VoiceOver screen reader for either iOS or iPad OS.

*Participants will take part in a 60–90 minute in-person session.* You will
explore an IOS mobile app using voiceover and share feedback about your
experience using it to access math documents.
------------------------------

*Study 2: Evaluation of a Voice Assistant for Data Tasks*

This study investigates how blind and low-vision individuals interact with
data using a conversational, voice-based system. The study is conducted by
researchers at Northeastern University in collaboration with Colby College
and the University of Maine.

*Eligibility Criteria: *To participate in this research project, you must
be 18 years of age or older and have experience working with data (for
example: spreadsheets, reports, tables, or datasets) for at least 2 years
and are comfortable interacting with a computer using assistive
technologies such as a screen reader.

*Participants will take part in a 60–90 minute in-person session where you
will:*

   - Use a voice-based data interaction system (Auxel) to work with example
   datasets
   - Complete a series of goal-based tasks, such as:


   - Understanding and exploring an unfamiliar dataset
      - Comparing values and identifying trends
      - Making changes to how data is structured (e.g., filtering, sorting,
      renaming)


   - Freely choose how you phrase requests and questions—no prompts will be
   provided
   - Share feedback about your experience, including what felt clear,
   confusing, helpful, or frustrating

The session will include breaks and time for discussion. No prior
experience with Auxel is required.
------------------------------

*Data and Confidentiality:*

   - The study session may be audio recorded with your permission for
   research analysis purposes
   - All data will be handled in accordance with IRB-approved research
   protocols
   - Your participation and responses will be kept confidential

*Compensation:*
Participants will receive $50 for each study completed.

If you are interested in participating in one or both studies, please
complete the sign-up sheet
<https://eml-pusa01.app.blackbaud.net/intv2/j/D8C3EF4D-5471-466E-90AB-517F94C5E1D4/r/D8C3EF4D-5471-466E-90AB-517F94C5E1D4_5804f4ed-e6f1-44ab-97ac-0e7e81788ce9/l/2B323F8C-0EF2-40BB-9356-2329C1DBF45B/c>.
If you have questions about participating, please contact Hari Palani at
ha.palani at north​eastern.edu <ha.palani at northeastern.edu>.

Sincerely,
The Carroll Center for the Blind

From jim.hefferon at gmail.com  Thu Feb 19 20:00:54 2026
From: jim.hefferon at gmail.com (Jim Hefferon)
Date: Thu, 19 Feb 2026 15:00:54 -0500
Subject: [BlindMath] Advice on writing
Message-ID: 
 <CABdrMU7zFPCKJBx9EjncLRoWLEnm9_D3Csmzz9e+DggrW-6m0Q@mail.gmail.com>

Hello, I have an electronically-available text that I am updating and
I'd like to make it accessible.  Is there is a good source how to
write to be most effective?  I'm not asking about technical concerns
such as output format, but rather what to put on that page.  My
audience is college undergraduates who are post-Calculus.  I
personally do not have a vision impairment.

In particular, I find writing alt text for mathematical graphics very
challenging.  I have seen recommendations to keep it below a certain
number of characters, but "graph of the function" cannot be the best
thing I can do, surely.

Naturally I've looked for literature (and the archives of this list)
and found a fair bit of both papers and video presentations about
students at the secondary level, but not much above that.  No doubt my
library skills are not up to the task. If someone could share a
pointer or two I'd be very grateful.

Regards,
Jim Hefferon

From A.J.Godfrey at massey.ac.nz  Thu Feb 19 21:00:06 2026
From: A.J.Godfrey at massey.ac.nz (Jonathan Godfrey)
Date: Thu, 19 Feb 2026 21:00:06 +0000
Subject: [BlindMath] Advice on writing
In-Reply-To: 
 <CABdrMU7zFPCKJBx9EjncLRoWLEnm9_D3Csmzz9e+DggrW-6m0Q@mail.gmail.com>
References: 
 <CABdrMU7zFPCKJBx9EjncLRoWLEnm9_D3Csmzz9e+DggrW-6m0Q@mail.gmail.com>
Message-ID: 
 <ME3PR01MB70308345072890440306B809936BA@ME3PR01MB7030.ausprd01.prod.outlook.com>

Hello Jim,

First of all, thank you for reaching out to this list. I'm sure there are plenty of people who could offer opinions, links to resources, and good examples to draw to your attention. I shall restrict myself to the main point I feel is most often overlooked, that of context.

I suggest that the graph of a function could appear in two places within a book for entirely different reasons. I ask, why is this graph on this page, in this section of the text etc. What in the graph is additional to the text offered around that graph to put it in context?

I'm a statistician, so I'll focus on a normal curve to make my points. In the graphic which first shows the bell curve, I might be emphasising the symmetry and other aspects of the shape etc. and therefore might not need the axes to be labelled with numeric values. On a different page, there might be the same curve with the centre marked with a mu and a sigma indicating the inflection points are one sigma away from mu. I would not describe what an inflection point is because in the context of the graph, my audience should already know what an inflection point is; I've probably reinforced the definition in the written text if I'm worried about the background of my audience. A third graph might then mark extra vertical lines at mu-3sigma, mu-2sigma, mu-1sigma, mu, etc. so that we can add detail about the empirical rules. I may or may not have a graph for the standard normal, a specific distribution with specified values for mu and sigma leading to the x axis being labelled with numbers and so on.

In each of these cases, the shape of the curve doesn't need to be described if the job was done properly the first time. The alt text attached to the graphic must include the visual information not described in the text which a sighted person is gaining by looking at the graph, but it should focus on the intention of the graph and worry much less on the cosmetics. Does it matter that a particular line is coloured not just black? Do we care about the cosmetic appeal of the style of shading used?

I believe it is the author who is in the best position to consider these questions because the author knew why the graph was put into the book and its relevance in context.

I'd go somewhat further and note that what we use in a book would differ to what we'd need for a presentation. Graphics are used in many presentations to attract or keep the audience's attention and so might not need the same alt text because the spoken word is now what is relevant not the written word.

An alt tag ought not be so bland that it adds nothing. If the graph is fully described in the text, then the alt tag can reassure the blind reader that it is fully described in the text. If an author ends up deciding that a graph is just for cosmetics then questions might be asked why it is there. I suggest though, that authors usually don't have the luxury of excessive graphs for cosmetic effect alone. Authors might though, more rigorously ask themselves what they're achieving with each graph and convince themselves that the chosen graph is the best way to deliver the information needed in each context. Thinking like this may well improve the graph for the sighted audience as much as the rest of us.

FWIW, I'm involved in a project to work out what alt text could be usefully added to articles and books when the author has not provided them. We're using LLMs with the image, the code that created it, and most importantly, the context in which that image is placed. Part of that challenge is to recognise who the audience is so that the alt text can be tailored to the need, not a full description of every last visual element in that image.

Given I tend to be the only blind person reading a lot of the content I create, most of my alt tags are the ever so useful text "to fix" which at least tells me the students are seeing the graph I made for them. The salient point for a graph that isn't just cosmetic filler is always made in the written text because I know many of my students won't actually listen to the lecture live or with he sound turned on later. <sigh>

All the best,
Jonathan



-----Original Message-----
From: BlindMath <blindmath-bounces at nfbnet.org> On Behalf Of Jim Hefferon via BlindMath
Sent: Friday, 20 February 2026 9:01 am
To: blindmath at nfbnet.org
Cc: Jim Hefferon <jim.hefferon at gmail.com>
Subject: [BlindMath] Advice on writing

Hello, I have an electronically-available text that I am updating and I'd like to make it accessible.  Is there is a good source how to write to be most effective?  I'm not asking about technical concerns such as output format, but rather what to put on that page.  My audience is college undergraduates who are post-Calculus.  I personally do not have a vision impairment.

In particular, I find writing alt text for mathematical graphics very challenging.  I have seen recommendations to keep it below a certain number of characters, but "graph of the function" cannot be the best thing I can do, surely.

Naturally I've looked for literature (and the archives of this list) and found a fair bit of both papers and video presentations about students at the secondary level, but not much above that.  No doubt my library skills are not up to the task. If someone could share a pointer or two I'd be very grateful.

Regards,
Jim Hefferon

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From kperry at blinksoft.com  Fri Feb 20 12:05:28 2026
From: kperry at blinksoft.com (kperry at blinksoft.com)
Date: Fri, 20 Feb 2026 07:05:28 -0500
Subject: [BlindMath] Advice on writing
In-Reply-To: 
 <CABdrMU7zFPCKJBx9EjncLRoWLEnm9_D3Csmzz9e+DggrW-6m0Q@mail.gmail.com>
References: 
 <CABdrMU7zFPCKJBx9EjncLRoWLEnm9_D3Csmzz9e+DggrW-6m0Q@mail.gmail.com>
Message-ID: <020b01dca261$34c8e220$9e5aa660$@blinksoft.com>


Thank you for asking this question. It is encouraging to hear from authors who truly want to make their math materials accessible.

When writing alt text for graphs in a college level math book, the goal is not just to label the picture. The goal is to communicate the mathematical meaning of the graph. A blind student does not need to hear “graph of the function.” They need to understand what the graph shows and why it matters.

A good way to think about it is this. If you removed the image completely, what would a student need to know to solve problems or understand the concept?

For example, instead of writing:

“Graph of f(x) equals x squared.”

You might write:

“The graph of f(x) equals x squared is a parabola opening upward with vertex at the origin. It is symmetric about the y axis. The function decreases for negative x and increases for positive x.”

That description tells the student about shape, direction, symmetry, and behavior. Those are the important mathematical features.

For more advanced students who are post Calculus, you may also need to describe:

Intercepts

Asymptotes

Points of inflection

Intervals of increase and decrease

Concavity

Limits or end behavior

Relative or absolute extrema

Any labeled points that are used in later discussion

If a graph is being used to support a specific argument, then the alt text should focus on that argument. For example, if the purpose of the graph is to show that a function is not one to one, then the description should clearly state that horizontal lines intersect the graph more than once.

Another important point is length. There is no strict character limit for complex mathematical graphics. Short alt text is useful for simple images. Complex graphs often need longer descriptions. In many cases it is better to provide a brief alt text and then a longer description in the main text or in a linked description. College level math often requires detailed explanation.

This connects to the idea of universal design. When you include a clear written explanation of the graph in the main text, you are not only helping blind students. You are also helping sighted students who learn better by reading words rather than looking at images. Some students process information better through detailed explanations. Others benefit from seeing both the picture and the description together.

For example, my wife has aphantasia. That means in her case she can not form mental images in her mind, even though she is sighted. Memorizing visual information is harder for her. Clear written descriptions help her understand and remember concepts better. This shows that strong descriptions are not just an accessibility feature. They support different kinds of learners.

Using AI tools can also be very helpful. AI can generate a first draft description of a graph, especially if you provide the equation and explain what the graph is meant to show. This can save time and help you think about details you might overlook. However, AI should not be the final step. It works best as a starting point. You as the author still need to review the description carefully to make sure it is mathematically correct and focused on the learning goal. AI can help with structure and wording, but your human judgment and expertise is needed to make sure the description truly supports understanding.

Also remember that blind students may not experience graphs just with your descriptions.   Many rely on Screen readers, AI tools, and Tactile Graphics.  Sometimes they do not always do a good job at helping even though they try.  I made chili last night and got one bean wrong. It made for an interesting Chillie but that was caused by me trusting an Ai tool.   Your descriptions will help keep that from being a problem.

A helpful guideline is to describe the structure first, then the behavior, then the purpose. Think in terms of mathematical relationships rather than visual appearance.

You may also find useful guidance from organizations such as the National Federation of the Blind, the American Printing House for the Blind, and the Web Content Accessibility Guidelines for image descriptions.

Most importantly, if possible, ask blind students or professionals in accessibility to review a few examples. Feedback from actual users is often more valuable than any written guideline.  An author of science fiction came to this list years ago and I think the books WWW by Robert Sawyer came out much better because of the help in reviewing h is text. In the same way If you want to send a few of your more complicated graphs here with descriptions.  We can give you a review and maybe help enhance the result of your book.

It is clear you care about getting this right. That effort alone will make your book better for many students.

Ken

-----Original Message-----
From: BlindMath <blindmath-bounces at nfbnet.org> On Behalf Of Jim Hefferon via BlindMath
Sent: Thursday, February 19, 2026 3:01 PM
To: blindmath at nfbnet.org
Cc: Jim Hefferon <jim.hefferon at gmail.com>
Subject: [BlindMath] Advice on writing

Hello, I have an electronically-available text that I am updating and I'd like to make it accessible.  Is there is a good source how to write to be most effective?  I'm not asking about technical concerns such as output format, but rather what to put on that page.  My audience is college undergraduates who are post-Calculus.  I personally do not have a vision impairment.

In particular, I find writing alt text for mathematical graphics very challenging.  I have seen recommendations to keep it below a certain number of characters, but "graph of the function" cannot be the best thing I can do, surely.

Naturally I've looked for literature (and the archives of this list) and found a fair bit of both papers and video presentations about students at the secondary level, but not much above that.  No doubt my library skills are not up to the task. If someone could share a pointer or two I'd be very grateful.

Regards,
Jim Hefferon

_______________________________________________
BlindMath mailing list
BlindMath at nfbnet.org
http://nfbnet.org/mailman/listinfo/blindmath_nfbnet.org
To unsubscribe, change your list options or get your account info for BlindMath:
http://nfbnet.org/mailman/options/blindmath_nfbnet.org/kperry%40blinksoft.com
BlindMath Gems can be found at <http://www.blindscience.org/blindmath-gems-home>


From jim.hefferon at gmail.com  Sat Feb 21 22:25:42 2026
From: jim.hefferon at gmail.com (Jim Hefferon)
Date: Sat, 21 Feb 2026 17:25:42 -0500
Subject: [BlindMath] Advice on writing
In-Reply-To: <020b01dca261$34c8e220$9e5aa660$@blinksoft.com>
References: 
 <CABdrMU7zFPCKJBx9EjncLRoWLEnm9_D3Csmzz9e+DggrW-6m0Q@mail.gmail.com>
 <020b01dca261$34c8e220$9e5aa660$@blinksoft.com>
Message-ID: 
 <CABdrMU5m51MEPpji+sXToXg1FELxXu+VeZByU6v6Lhxm5pr=Kw@mail.gmail.com>

Thank you, Jonathan and Ken.  I appreciate the helpful replies.

Best,
Jim

On Fri, Feb 20, 2026 at 7:05 AM <kperry at blinksoft.com> wrote:
>
>
> Thank you for asking this question. It is encouraging to hear from authors who truly want to make their math materials accessible.
>
> When writing alt text for graphs in a college level math book, the goal is not just to label the picture. The goal is to communicate the mathematical meaning of the graph. A blind student does not need to hear “graph of the function.” They need to understand what the graph shows and why it matters.
>
> A good way to think about it is this. If you removed the image completely, what would a student need to know to solve problems or understand the concept?
>
> For example, instead of writing:
>
> “Graph of f(x) equals x squared.”
>
> You might write:
>
> “The graph of f(x) equals x squared is a parabola opening upward with vertex at the origin. It is symmetric about the y axis. The function decreases for negative x and increases for positive x.”
>
> That description tells the student about shape, direction, symmetry, and behavior. Those are the important mathematical features.
>
> For more advanced students who are post Calculus, you may also need to describe:
>
> Intercepts
>
> Asymptotes
>
> Points of inflection
>
> Intervals of increase and decrease
>
> Concavity
>
> Limits or end behavior
>
> Relative or absolute extrema
>
> Any labeled points that are used in later discussion
>
> If a graph is being used to support a specific argument, then the alt text should focus on that argument. For example, if the purpose of the graph is to show that a function is not one to one, then the description should clearly state that horizontal lines intersect the graph more than once.
>
> Another important point is length. There is no strict character limit for complex mathematical graphics. Short alt text is useful for simple images. Complex graphs often need longer descriptions. In many cases it is better to provide a brief alt text and then a longer description in the main text or in a linked description. College level math often requires detailed explanation.
>
> This connects to the idea of universal design. When you include a clear written explanation of the graph in the main text, you are not only helping blind students. You are also helping sighted students who learn better by reading words rather than looking at images. Some students process information better through detailed explanations. Others benefit from seeing both the picture and the description together.
>
> For example, my wife has aphantasia. That means in her case she can not form mental images in her mind, even though she is sighted. Memorizing visual information is harder for her. Clear written descriptions help her understand and remember concepts better. This shows that strong descriptions are not just an accessibility feature. They support different kinds of learners.
>
> Using AI tools can also be very helpful. AI can generate a first draft description of a graph, especially if you provide the equation and explain what the graph is meant to show. This can save time and help you think about details you might overlook. However, AI should not be the final step. It works best as a starting point. You as the author still need to review the description carefully to make sure it is mathematically correct and focused on the learning goal. AI can help with structure and wording, but your human judgment and expertise is needed to make sure the description truly supports understanding.
>
> Also remember that blind students may not experience graphs just with your descriptions.   Many rely on Screen readers, AI tools, and Tactile Graphics.  Sometimes they do not always do a good job at helping even though they try.  I made chili last night and got one bean wrong. It made for an interesting Chillie but that was caused by me trusting an Ai tool.   Your descriptions will help keep that from being a problem.
>
> A helpful guideline is to describe the structure first, then the behavior, then the purpose. Think in terms of mathematical relationships rather than visual appearance.
>
> You may also find useful guidance from organizations such as the National Federation of the Blind, the American Printing House for the Blind, and the Web Content Accessibility Guidelines for image descriptions.
>
> Most importantly, if possible, ask blind students or professionals in accessibility to review a few examples. Feedback from actual users is often more valuable than any written guideline.  An author of science fiction came to this list years ago and I think the books WWW by Robert Sawyer came out much better because of the help in reviewing h is text. In the same way If you want to send a few of your more complicated graphs here with descriptions.  We can give you a review and maybe help enhance the result of your book.
>
> It is clear you care about getting this right. That effort alone will make your book better for many students.
>
> Ken
>
> -----Original Message-----
> From: BlindMath <blindmath-bounces at nfbnet.org> On Behalf Of Jim Hefferon via BlindMath
> Sent: Thursday, February 19, 2026 3:01 PM
> To: blindmath at nfbnet.org
> Cc: Jim Hefferon <jim.hefferon at gmail.com>
> Subject: [BlindMath] Advice on writing
>
> Hello, I have an electronically-available text that I am updating and I'd like to make it accessible.  Is there is a good source how to write to be most effective?  I'm not asking about technical concerns such as output format, but rather what to put on that page.  My audience is college undergraduates who are post-Calculus.  I personally do not have a vision impairment.
>
> In particular, I find writing alt text for mathematical graphics very challenging.  I have seen recommendations to keep it below a certain number of characters, but "graph of the function" cannot be the best thing I can do, surely.
>
> Naturally I've looked for literature (and the archives of this list) and found a fair bit of both papers and video presentations about students at the secondary level, but not much above that.  No doubt my library skills are not up to the task. If someone could share a pointer or two I'd be very grateful.
>
> Regards,
> Jim Hefferon
>
> _______________________________________________
> BlindMath mailing list
> BlindMath at nfbnet.org
> http://nfbnet.org/mailman/listinfo/blindmath_nfbnet.org
> To unsubscribe, change your list options or get your account info for BlindMath:
> http://nfbnet.org/mailman/options/blindmath_nfbnet.org/kperry%40blinksoft.com
> BlindMath Gems can be found at <http://www.blindscience.org/blindmath-gems-home>
>


-- 
"Does not the Captain seek your advice sir?"
"Not always," said Stephen.

From ljmaher03 at outlook.com  Fri Feb 27 17:53:31 2026
From: ljmaher03 at outlook.com (Louis Maher)
Date: Fri, 27 Feb 2026 17:53:31 +0000
Subject: [BlindMath] SED-NABS STEM Seminar Minutes For February 22, 2026
In-Reply-To: 
 <DSWPR14MB9581494548D9AEC3F9D4FC8C85AA73A@DSWPR14MB958149.namprd14.prod.outlook.com>
References: 
 <DSWPR14MB958149B49D80EEAAF9D6860E12AA73A@DSWPR14MB958149.namprd14.prod.outlook.com>
 <DSWPR14MB9581494CD9EF2816A2D11D87BEAA73A@DSWPR14MB958149.namprd14.prod.outlook.com>
 <DSWPR14MB9581494548D9AEC3F9D4FC8C85AA73A@DSWPR14MB958149.namprd14.prod.outlook.com>
Message-ID: 
 <DSWPR14MB95814985FB2621E2ED2F8361DBAA73A@DSWPR14MB958149.namprd14.prod.outlook.com>

Hello,

I have attached the Science and Engineering Division and National Association of Blind Students Joint STEM Zoom conference minutes for February 22, 2026.

The minutes contain a link to the mp3 recording of the meeting.

If there are any corrections for the minutes, please contact Louis Maher (713-444-7838, ljmaher03 at outlook.com<mailto:ljmaher03 at outlook.com>).

Regards
Louis Maher

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From ljmaher03 at outlook.com  Sat Feb 28 15:24:32 2026
From: ljmaher03 at outlook.com (Louis Maher)
Date: Sat, 28 Feb 2026 15:24:32 +0000
Subject: [BlindMath] Audiom: Evaluating if digital interactive alternate text
 provides the
 same information as visual spatial maps and diagrams
In-Reply-To: 
 <DSWPR14MB958149DCF0C766BB6FF4C3E112AA70A@DSWPR14MB958149.namprd14.prod.outlook.com>
References: 
 <DSWPR14MB958149D5A87A05C0505C667A74AA70A@DSWPR14MB958149.namprd14.prod.outlook.com>
 <DSWPR14MB958149138FD62FCBF95FE7C80DAA70A@DSWPR14MB958149.namprd14.prod.outlook.com>
 <DSWPR14MB958149DCF0C766BB6FF4C3E112AA70A@DSWPR14MB958149.namprd14.prod.outlook.com>
Message-ID: 
 <DSWPR14MB95814968AE0A1FF9CE71C19C7BAA70A@DSWPR14MB958149.namprd14.prod.outlook.com>

Hello,

One of the speakers at the February 22, 2026 Science and Engineering / National Association of Blind Students STEM seminar was Brandon Biggs. The title of his talk was "Audiom: Evaluating if digital interactive alternate text provides the same information as visual spatial maps and diagrams". The talk abstract and speaker introduction are pasted below my signature.

Brandon wrote: "I am looking for blind folks in need of using spatial diagrams for education or professionally, so if you know of anyone, especially around maps, please let me know.".

Audiom seeks to give the blind and partially sighted as much information audibly, and through magnification, as can be obtained visually from maps and diagrams.

A Recording of the STEM meeting is available at
"2026-02-22 SED seminar_Recording.mp3<https://drive.google.com/file/d/1TO2CQ-Eq_X1ufKYQqvRcMvwFpl5eg8wf/view?usp=drive_link>". Once this link is accessed, once your virtual cursor is off, hitting enter on this file produces a "play" dialog, and tabbing around the "play" dialog will bring you to a download button.

While I am happy to recommend the entire seminar, Brandon's thirty-minute talk starts around 58 minutes and 26 seconds into the program.

Brandon's contact information is:

Brandon Biggs
CEO
XR Navigation<https://xrnavigation.io/>
Phone: 650-833-9394
brandon.biggs at xrnavigation.io<mailto:brandon.biggs at xrnavigation.io>
Official Esri Partner<https://www.esri.com/partners/xr-navigation-a2TUU00000102CX2AY>, and in partnership with the National Federation of the Blind<https://nfb.org/>.

Regards
Louis Maher
Phone: 713-444-7838
Email: ljmaher03 at outlook.com<mailto:ljmaher03 at outlook.com>

--------------
Brandon's title, abstract, and speaker introduction, are:

Title: Audiom: Evaluating if digital interactive alternate text provides the same information as visual spatial maps and diagrams

Speaker: Brandon Biggs (brandon.biggs at xrnavigation.io<mailto:brandon.biggs at xrnavigation.io>)

Abstract: Sighted people view over 300 digital maps a year, in contrast to blind people, who view less than one map a year on average. Only around 17.5% of blind
people have ever viewed a map of any kind as a blind person. This talk will present Audiom, an interactive alternate text game-like digital interface that
can allow the non-visual viewing and creation of diverse types of spatial information, such as maps and diagrams. Over 13 academic studies and co-designs
have been performed on over 150 blind and 40 sighted participants to create and evaluate Audiom. The presentation will then discuss how Audiom is being
compared with visual digital maps and diagrams. The objective of this work is to clearly define what it means for a non-visual text map to serve the equivalent
purpose to a visual map to meet the Web Content Accessibility Guidelines. The results of this work should inform digital accessibility legislation to facilitate
equal educational and employment opportunities for professions require the use of spatial information.

Links to Audiom:
Personal use:
https://audiom.net<https://audiom.net/>
Commercial use:
https://xrnavigation.io<https://xrnavigation.io/>

Speaker Introduction: Brandon Biggs is an entrepreneur, researcher, inclusive designer, developer, and life-long learner. He is the CEO of XR Navigation, an Engineer at the
Smith-Kettlewell Eye Research Institute, Co-Founder and board treasurer at Sonja Biggs Educational Services Inc., and a PhD student at the Georgia institute
of Technology. In 2016, he received his bachelor's in music from California State University East Bay, in 2019 he received his master's in Inclusive Design
from the Ontario College of Art and Design University, and in 2021, began his PhD in Human Centered Computing from the Georgia Institute of Technology.
He is almost completely blind from Leber's Congenital Amaurosis (LCA). His projects and ventures center around building tools to solve some of the most
difficult problems in the blindness field. He leverages his lived experience coupled with human centered inclusive design principles to create solutions
that create lasting and sustainable impact. To achieve this goal, Brandon is half entrepreneur and half academic.


