Creating accessible open textbooks, especially in math-heavy fields, is challenging due to the complexity of mathematical notation. While LaTeX is commonly used, its accessibility features are limited, particularly for screen reader users. Converting LaTeX to accessible formats like HTML requires significant manual effort and often compromises semantic meaning. The author explores MathML as a potential solution, highlighting its accessibility advantages and integration possibilities with HTML. However, MathML also presents challenges including limited browser support and authoring difficulties. Ultimately, creating truly accessible math content necessitates a shift towards semantic encoding and tools that prioritize accessibility from the outset, rather than relying on post-hoc conversions.
Richard Zach, in his March 2025 blog post entitled "Accessible Open Textbooks in Math-Heavy Disciplines," delves into the multifaceted challenge of creating truly accessible open educational resources (OER), specifically focusing on textbooks for subjects with a significant mathematical component. He emphasizes that mere digitization of existing materials is insufficient for genuine accessibility, particularly for individuals with disabilities who rely on assistive technologies like screen readers. The post meticulously outlines the complexities inherent in making mathematical notation accessible. It elucidates how the visual nature of mathematics, with its intricate symbols, superscripts, subscripts, and spatial arrangements, poses substantial obstacles for screen reader users who receive information linearly. Zach argues that semantic tagging, utilizing MathML in conjunction with accessibility features like ARIA attributes, is crucial for conveying the underlying meaning and structure of mathematical expressions. He highlights the benefits of semantic encoding, enabling screen readers to interpret and pronounce formulas accurately, facilitate navigation within complex expressions, and even permit interactive exploration of mathematical concepts.
Furthermore, the author underscores the importance of structured authoring workflows and the adoption of tools that facilitate the creation of accessible mathematical content. He notes that achieving accessibility requires a shift in perspective from merely presenting visual representations to encoding the underlying mathematical semantics. This involves a conscious effort to structure content logically, using appropriate headings, lists, and other structural elements to enhance navigability and comprehensibility. Zach also touches upon the role of publishers and institutions in promoting accessibility, emphasizing the need for clear guidelines, support for authors, and integration of accessibility checks into the publishing process. He acknowledges the existing limitations and the ongoing development of tools and technologies for creating accessible mathematical content but stresses that the pursuit of accessibility must be a continuous and prioritized endeavor. He concludes by advocating for a collective effort within the academic community to embrace accessible practices and ensure that open educational resources truly live up to their potential by being inclusive and usable by everyone. This, he suggests, will ultimately benefit not only students with disabilities but all learners by promoting a deeper understanding of mathematical concepts through enhanced interaction and engagement with the material.
Summary of Comments ( 70 )
https://news.ycombinator.com/item?id=43516733
Hacker News users discussed the challenges and potential solutions for creating accessible open textbooks, particularly in math-heavy fields. Commenters highlighted the complexity of converting LaTeX, a common tool for math typesetting, into accessible formats. Some suggested focusing on HTML-first authoring, using tools like MathJax and Pandoc, or exploring MathML. The need for semantic tagging and robust tooling for image descriptions also emerged as key themes. Several users pointed to specific projects and resources like PreTeXt, which aims to facilitate accessible textbook creation. Concerns about funding and institutional support for these initiatives were also raised, as was the question of whether creating truly accessible math content requires a fundamental shift away from current publishing workflows.
The Hacker News post titled "Accessible open textbooks in math-heavy disciplines" has generated a modest discussion with a few key points raised in the comments.
One commenter expresses concern that accessibility guidelines, while well-intentioned, can sometimes create unintended difficulties for certain groups. They specifically mention how alt-text descriptions of images, designed to aid visually impaired individuals, can sometimes be unhelpful or even disruptive for users with dyslexia or autism. They advocate for a more nuanced approach to accessibility that considers a wider range of learning differences and preferences.
Another commenter highlights the crucial role of MathML in creating accessible math content. They emphasize that MathML allows for semantic encoding of mathematical expressions, making them understandable by assistive technologies like screen readers. This commenter sees MathML as fundamental to truly accessible math materials and expresses hope for its wider adoption.
A subsequent comment builds on the MathML point by explaining how it allows for both presentation and content markup. This means the mathematical expressions can be displayed correctly visually while also carrying underlying meaning accessible to assistive technologies. This commenter also mentions the importance of supporting different input methods for mathematics, recognizing that not everyone can easily use a mouse or keyboard to enter complex equations.
Further discussion emphasizes the need for open-source tools to support the creation and distribution of accessible math content. One commenter argues that reliance on proprietary software creates barriers to accessibility, while open-source tools can empower a wider community to contribute and improve accessibility solutions. This ties back to the original post's focus on open textbooks, suggesting that open-source tooling is essential for realizing the goal of truly accessible and open educational resources in math-heavy disciplines.
Finally, one commenter questions the premise of the original post somewhat, pointing out that many STEM fields heavily rely on specific software tools like Mathematica and Matlab. They suggest that accessibility in these disciplines might necessitate focusing on making these tools themselves more accessible, rather than solely concentrating on textbook content.
In summary, the comments section explores the complexities of accessibility in math-heavy disciplines, focusing on the importance of MathML, open-source tools, and the need for a nuanced approach that considers a wide range of learning differences. The discussion also raises the question of software accessibility within STEM fields, broadening the scope of the accessibility conversation.