## 2 Related Works  
Many research projects have been designed to overcome barriers and issues related to accessibility for blind and visually impaired students in the process of learning mathematics. Based on the results of studies [12; 13; 14], it can be concluded that the traditionally used (static) form of presenting educational materials adapted for the blind poses several challenges in the teaching process. Teachers are required to have knowledge of Braille mathematical notation, and a teacher who lacks familiarity with such a notation must engage in dialog with the student, which hinders their interaction with other students in the classroom. The second group of solutions allows for the dynamic/interactive presentation of mathematical content in an adapted format using assistive technologies such as screen readers, Braille monitors, and speech synthesizers. Numerous tools have been developed to offer alternative ways of presenting mathematical formulas and expressions to visually impaired students. For instance, one such approach involves the automated conversion of mathematical expressions into audio descriptions or mathematical Braille notation which describe their structure [15]. Additionally, methods for automatically converting expressions using formats such as MathML are well known [16]. Additionally, other researchers have proposed various methods of implementing mathematical notation in electronic form using specialized tools such as Lambda Editor, InfryEditor, and Duxbury Braille Translator [17; 18]. The design of new mathematical notations often relies on extending established products such as BlindMoose and MathType for Microsoft Word, odt2 braille for Open/Libre Office Writer, and the MathML extension of the DAISY format. There are many tools and screen readers available on the market that support the automatic reading of mathematical formulas displayed on websites. An example of such a tool is Microsoft Immersive Reader. The tool offers a range of features that support reading, including font customization, background and spacing adjustments, text-to-speech capabilities, word highlighting during reading, text translation into different languages, and more in Microsoft products. This tool is particularly useful for individuals with reading difficulties and students with dyslexia, as well as visually impaired or low-vision individuals [19]. Unfortunately, the tool does not perfectly read mathematical formulas in Polish. Additionally, JAWS and NVDA screen readers do not correctly read mathematical formulas written in MathML in Polish. In many cases, current screen readers provide limited support with semantic navigation based on content type [20; 21]. In addition, we tried to create a platform that was supported in various web browsers, e.g., Chrome and Firefox, and supported by various screen readers, e.g., JAWS, Windows-Eyes, SuperNova, etc. Based on previous research involving blind students and their teachers, it can be concluded that many educational platforms developed for learning mathematics and STEM (science, technology, engineering, and mathematics) subjects, such as ALEKS and Khan Academy [22; 23], strive to ensure the accessibility of their offered content by complying to the WCAG 2.1 (Web Content Accessibility Guidelines) [24]. However, not all educational materials provided are fully accessible to individuals who are visually impaired. Moreover, the usability of many online educational platforms and their user interfaces poses significant challenges for blind students [25]. These students often rely on screen readers or assistive technologies to navigate the content. In some cases, the educational platforms may not be optimized and prepared to work seamlessly with these assistive technologies, resulting in difficulties for blind students to access and interact with the materials effectively [26; 27]. Another aspect that hampers accessibility is the use of complex formats, such as PDF files, that are often not properly tagged.