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Evermore widespread “flipped classroom” learning model is associated with increased independence of learning. The problem is the independence of learning math by students with visual impairments, especially the blind. Mathematical content includes spatial objects such as formulas and graphics, inaccessible to blind students and hardly accessible to low vision students. They prevent independent learning. The article presents a method that increases students’ independence in recognising mathematical content in textbooks and worksheets. The method consists in introducing into the document elements of Augmented Reality (AR), that is texts and sounds extending information about the mathematical objects encountered in the content, beyond the information provided by WCAG guidelines and recommendations of the WAI-ARIA standard under development by the W3C consortium. Access to AR elements is gained through multi-sensual User Interface - hearing, the touch of a braille display, touch screen and touch gestures. The method was developed in cooperation with students with visual impairment and math teachers. It is currently undergoing valorisation in Poland, the Netherlands and Ireland.

Multi-sensual Augmented Reality in Interactive Accessible Math Tutoring System for Flipped Classroom