## 1 Introduction  
Nowadays, with technology advancing at a rapid pace, limitations in the learning of mathematics by individuals with blindness often lead to an insufficient acquisition of skills crucial in various aspects of life. This urges the development of algorithms, methods, and tools for effectively teaching science. An additional aspect worth considering in this context is adapting educational content to the needs of blind people. The main barriers that affect the learning of mathematics by blind people include the availability of adapted educational materials, communication between students and teachers, and challenges in evaluating the students' learning progress [1; 2; 3]. Despite the significant technological advancements in IT tools, we still face difficulties in adapting educational materials to suit the needs of blind individuals, especially when it comes to mathematical formulas and images. Adapting such materials requires extensive knowledge and experience from the person (transcriber) responsible for that [4; 5; 6]. Furthermore, such a process is very time-consuming and expensive--it requires specialized equipment such as Braille printers or monitors. Another challenge is the use of various mathematical Braille notations, which may differ from the individual's native language [7; 8]. These notations include the Nemeth Code, Unified English Braille, the Marburg Mathematics Code, French Mathematical Braille, and Polish Braille Notation. Most students have only basic knowledge of a specific mathematical notation, which hinders their ability to correctly read complex mathematical formulas. Consequently, this limits their access to adapted materials. Moreover, these notations rely on a linear representation of mathematical expressions, whereas the original structure is presented visually and in a two-dimensional form. As a result, when dealing with more complex formulas, the Braille notation can become quite lengthy, leading to cognitive overload and potential misunderstandings or ambiguous interpretations of the math equation's structure [9; 10]. Another challenge lies in the communication between teachers and blind students in the classroom. Students use Braille notebooks and mathematical notations to solve exercises during lessons to write expressions and formulas. Supervising a student's work in this scenario necessitates the teacher's knowledge of Braille and the appropriate mathematical notation to read the student's written material. Unfortunately, when the teacher does not know such a writing convention, they must converse with the student, dictate to them the content of the exercise to be solved, and then the student must read their noted solutions aloud. This individualized approach to working with students is time-consuming and restricts the teacher's ability to work with multiple students simultaneously [11]. Consequently, assessing students' learning progress in the classroom becomes challenging, laborious, and often requires individualized attention. An alternative to Braille-based mathematical presentation is voice communication, where the teacher writes the exercise on the board and simultaneously reads it aloud. It allows blind students to understand and take notes. However, this method of alternative communication requires precise descriptions of the equations and their structure to ensure unambiguous understanding. Currently, e-learning applications and platforms are commonly and increasingly used in education, offering promising solutions that can potentially overcome the information and communication barriers faced by blind students, as mentioned earlier. However, the effectiveness of these tools relies on the availability of digital educational materials and applications. The next chapter presents an overview of the available methods and tools for blind students to learn mathematics. This study presents methods and tools aimed at supporting the teaching and self-study of mathematics for blind students.