Math content is accessible when an assistive technology (AT) user –
with the necessary background to understand the text and images – can
get the same meaning and context from it as their peers that are non-AT
users. Meaning that numbers, symbols, and their hierarchical and
semantic structures will be navigable by assistive technology.
Math content is often shared in formats that look fine visually but are unreadable to students using screen readers or other AT. Many of the long-standing habits we've inherited - such as posting PDFs or screenshots of equations - are unintentionally excluding some learners.
To achieve accessible equations, we'll need to shift away from practices that limit flexibility and move toward workflows that allow content to adapt.
Using pictures of math (screenshots, image files, scanned documents)
Presenting handwritten math in a PDF document
Publishing math in PDF documents (only)
Assuming all users have the same needs or use the same assistive technology
Using vendor products that deliver inaccessible math (i.e.: third-party publisher platforms and textbook materials)
Publishing math content in Canvas pages instead of PDF documents
Publishing math content in a Word document using MathType (MS Word plug-in) or the built-in MS Equation editor
Keeping the LaTeX source files
Using the latest version of Microsoft Office (this has the most accessibility support)
Considering the user's specific needs whenever possible
PDFs cannot currently hold encoding type which means users cannot navigate
Math must be entered as a figure/formula
Alt text dilemma: Adding LaTex versus spoken math
As we update how math content is delivered, MathML provides a flexible, standards-based way to present equations accessibly. While LaTeX remains a valuable format - particularly for creating Braille - MathML offers better semantic support and is recommended when converting older materials.
When implementing accessible math workflows, knowing which tools can create and read MathML may be helpful for specific student needs. The list below outlines the technologies for both creating and reading MathML.
NVDA screen reader (with the MathCAT addon feature)
VoiceOver screen reader on Mac OS and IOS
JAWS screen reader on Windows
MathType (Not free permanently, but has a free trial)
Office 365 Equation Editor
Canvas Equation Editor
Canvas’s native equation editor is LaTeX-based and outputs accessible MathML behind the scenes
Equations entered here can be read correctly by screen readers
Enter equations within Canvas pages, quizzes, and discussions for consistent accessibility.
Avoid uploading inaccessible PDFs or PowerPoints containing images of math.
Math content remains searchable, resizable, and compatible with assistive technologies.
Ensures a single, accessible source—no extra alt text needed for equations.
Describe the content and purpose of the image or data visual
Make visuals understandable for non-visual learners
Ensure students can engage with the concept independently
Focus on what is shown, not what it means
Provide neutral, factual descriptions (e.g., “A line graph with a steadily increasing trend,” not “A graph showing exponential growth”).
Avoid stating interpretations, results, or conclusions that are part of the learning goal
What type of visual is it? (graph, scatter plot, doagram, etc.)
What variables are represented?
What key features or relationships can be observed?
What task is the student expected to do with this information?
When writing alt text for line or function graphs, give students the same raw details a sighted person would see. Focus on graph type, axes, and key points. Provide information, not answers.
Identify graph type and axes (x-y plane, with units if given)
State key points (e.g., line crosses at (2,3) and (5,9)
Describe features: intercepts, peaks, valleys, intersections
For multiple lines: use colors/labels and describe each
Give data points, not answers (students calculate slope, vertex, etc.)
Example (line): “Line graph with x from 0–6, y from 0–10. Straight line through (2, 3) and (5, 9).”
Example (parabola): “Upward curve crossing x = –1, x = 3. Lowest point at (1, –4).”
When writing alt text for bar or column charts, share the chart type, axes, and each bar’s values. Give the raw data so students can compare and analyze without the answer being stated.
Identify chart type and axes (categories vs. values, with title if given).
List categories with values (simple list form).
Provide data, not conclusions (students find highest/lowest).
For grouped bars, describe each group with values.
Colors only if referenced in the question.
Example: “Bar chart of exam scores by subject. Math: 78; Science: 85; History: 90; English: 74.”
When writing alt text for pie charts, share the chart type, subject, and each slice’s value. Provide the breakdown so students can analyze without giving away which slice is biggest or smallest.
Identify chart type and subject (title if given).
List each slice with its label and percentage/value.
Give raw data, not conclusions (students find largest/smallest).
Avoid colors unless referenced in the question.
For complex charts, use a long description or data table.
Example: “Pie chart of household energy sources. Gas: 50%; Electric: 30%; Solar: 15%; Other: 5%.”
When writing alt text for scatter plots, describe the data distribution and key features. Give ranges or sample points, so students can interpret clusters, gaps, or trends themselves.
Identify chart type and axes (x vs. y, with units if given).
Describe overall distribution (e.g., “points spread from x=0–10, y=0–50”).
Mention clusters, gaps, or general trends (e.g., “roughly upward trend”).
Provide representative points if exact coordinates are relevant.
Do not label the pattern directly (e.g., don’t say “positive correlation”).
Example: “Scatter plot with 20 data points. Points concentrated between x=0–10 and y=0–50. General upward spread.”
When writing alt text for diagrams, describe the structure, labels, and relationships. Give the raw details so students can interpret the figure without answers being given.
List shapes and dimensions. Use neutral terms if identification is the task (e.g., “five-sided figure” instead of “pentagon”).
Include labeled lengths or angles
When writing alt text for flowcharts, describe the sequence of steps or decisions. Give the order and labels of boxes and arrows without extra interpretation.
Identify chart type and subject (if titled).
List steps in sequence, following arrows.
Include all labels on boxes or connectors.
Focus on logic and order, not visual style
A document preparation system for high-quality typesetting designed for the scientific and technical communities
Designed for the print word
De facto standard for the communication and publication of mathematical scientific notation
Written by humans
LaTeX can be read by all scree readers because it is human-readable plain text. The semantics will be excluded.
Math Mark Up Language (MathML)
Computer markup language
A low-level specification for mathematical and scientific content on the Web
Designed for the digital word
Not meant to be written by hand
MathML is generated using an equation generator or other GUI interface
From the PDF Association: Accessible math in PDF
From the Microsoft community: Make math inclusive for everyone with Microsoft 365