Introduction Technology is integral for success in today's mathematics classrooms. Although digital technology (e.g., laptops, applications or apps) can provide opportunities for students to actively engage in math learning, it can impede such learning if the digital technology is not accessible or easily used by students who are blind or have low vision. Methods In spring 2024, 11 high school and 10 college students who are blind or have low vision participated in focus groups. Data were coded, and themes were identified. Results Four themes emerged from the data: (a) digital and access technology skills, (b) preferences related to learning media and technology, (c) communication and advocacy, and (d) accessibility challenges and work-arounds. Discussion Participating students actively used a variety of technologies to engage in digital math learning. Students who took part in the study provided multiple examples of the ways in which they worked to address the challenges they experienced in accessing information, including math content, digital textbooks, assignments, and tests. It is imperative that teachers of students with visual impairments provide opportunities for their students to develop technology, self-advocacy, problem-solving, and communication skills so their students can increasingly take responsibility for their math learning when digital tools are used in the classroom. Implications for Practitioners Educational team members, including teachers of students with visual impairments and administrators, need to collaborate to ensure that, when digital math tools are selected, these tools are accessible and usable for all students, including those who are blind or have low vision. Teachers of students with visual impairments should create ample opportunities for students with visual impairments to try using different combinations of technologies so students can identify which tools work most effectively for them when given a specific math task.
Herzberg et al. (Fri,) studied this question.