Abstract

Notations are essential for mathematics, mathematical logic, and many other disciplines. In order for them to be used, they have to be learned and understood, which is relative to the perceptual and cognitive resources of their users. However, most reflections about the design of notations have not taken into consideration the diversity of possible users. In recent years, various groups of people have been identified who exhibit specific strengths and challenges with regard to the reading and processing of written information. This gives us the opportunity to reflect on how particular choices in the design of mathematical and logical notations can hinder and support the ease of reading and understanding for neurodiverse groups of students.