Abstract
The affordances of augmented reality technology allow the design of learning environments that can foster the embodied learning of calculus concepts. The augmented reality design presented in this contribution allows students to follow a function graph by hand, so as to simultaneously create the related derivative graph. This contribution explores how the students’ bodily interaction with the function graph may help them become aware of the function-derivative relationship. Grounding our work in the notion of meaning-making as a process of objectification, we qualitatively analyzed the video recordings and transcript of the learning experiment involving a tenth-grader student. The results present three focuses of mathematical awareness the student achieved through the mediation of his body.