Addressing Visual Barriers in GCSE Fraction Pedagogy via Assistive AI

The conceptualization of fractions relies heavily on visual models, such as shaded regions and number lines, creating significant pedagogical barriers for GCSE students with visual impairment (VI). Traditional tactile resources are often slow to produce and lack real-time interactivity. This paper critiques current teaching limitations and proposes an AI-driven framework to translate geometric fraction representations into auditory and accessible digital formats. By synthesizing computer vision and adaptive note-taking technologies, we outline a method to enhance conceptual access and independence for VI learners in mathematics.