Process-Driven Math is a fully audio method of mathematics instruction and assessment that was created at Auburn University at Montgomery, Alabama, to meet the needs of one particular student, Logan. He was blind, mobility impaired, and he could not speak above a whisper. Logan was not able to use traditional low vision tools like braille and Nemeth code because he lacked the sensitivity in his fingers required to read the raised dots. Logan's need for tools that would enable him to perform the rigorous algebraic manipulations that are common in mathematics courses led to the development of Process-Driven Math. With this method, he was able to succeed in both college algebra and pre-calculus with trigonometry. These tools may help other visually impaired students who are not succeeding in mathematics because they lack access to, or knowledge of, the Nemeth code. Within many algebraic problems, there are processes (algorithms) that must be performed to simplify expressions and solve for variables. Process-Driven Math frees up working memory during the delivery of the mathematic content to the student, and during the student's subsequent manipulation of the equation while working toward a solution. As a result, the student who cannot use or access Nemeth code can better focus on the required algorithms because the cognitive load on working memory is greatly reduced. When using this method, a person who functions as the student's reader and scribe systematically reveals the algebraic expression in layers. The process is highly interactive and places control over the flow of information into the hands of the student.