Abstract
Despite advances in assistive technologies, existing tools for teaching mathematics to students with low vision often fail to effectively convey structural information in graphs and function plots. Current methods, such as screen readers or magnifiers, are frequently limited in their ability to present complex visual data, leading to increased cognitive load and reduced learning efficiency. This article introduces the audio-graphic method designed to address these limitations by integrating audio feedback with graphical content. The method was implemented in an educational platform and evaluated with a group of visually impaired participants divided into three subgroups based on the WHO classification of visual impairment: mild, moderate, and severe. The findings indicate that the proposed method achieves comparable or improved learning outcomes with reduced effort and frustration, particularly for students with mild and severe low vision. Statistically significant reductions in task completion times were observed, especially for complex exercises involving power and trigonometric functions. Usability assessments further confirm the platform's accessibility and ease of use. These results suggest promising directions for developing multimodal educational tools that better support STEM learning for individuals with low vision.