An enabling framework for the operationalisation of LATEX in the teaching of mathematics to visually impaired students in distance education

One of the aims of education globally is inclusive education for all. However, visually impaired(VI) students remain under-represented in mathematical subjects at tertiary institutions. Inaddition to vision loss, VI students face several challenges in mastering mathematics in a tertiarydistance education setting. This study aimed to explore institutional and disciplinary barriersand to develop a data-driven framework for using LATEX to improve support and inclusivity inthe teaching of mathematics to VI students in distance education. Using a qualitative approachwithin a pragmatic paradigm, the research comprised several stages, including a scoping literaturereview and data collection through a two-phase interview process and a Delphi study. Theresulting conceptual and empirical frameworks informed the development of a framework foroperationalising LATEX in distance-learning contexts, which was refined and evaluated using aparticipatory walk-through. The framework provides a set of guiding principles for institutions,lecturers and support personnel to develop inclusive and situation-specific solutions. It broadensunderstanding of the factors influencing mathematics education for VI students and highlightsLATEX as a useful and appropriate accessible tool, while also identifying topics for further research.