Students with visual impairments do not enter STEM careers and higher educational opportunities as frequently as their sighted counterparts. STEM fields rely heavily on mathematics. Spoken math contains considerable ambiguity. This ambiguity in spoken mathematics may play a role in STEM underrepresentation. As speech is used by many individuals with visual impairments to acquire knowledge, ambiguity in spoken math may be problematic in regards to the acquisition of mathematical knowledge and may inhibit the inclination to enter STEM fields. This presentation will explore rules for reducing ambiguity in spoken mathematics.