Abstract
This study explores a learning environment that involves tasks designed by exploiting a digital artifact called digital Tracer. Such an artifact enables an embodied design of tasks that may prompt a covariational perspective on (functional) relationships traditionally taught by adopting a static approach. The paper aims to investigate how peers work together with the digital Tracer (what can be called an intercorporeal functional dynamic system) in order to solve some tasks elaborated with an embodied design. Employing the framework of embodied instrumentation, the preliminary analysis presented in this study examines a group of three university students, one of whom acted as an observer, while solving tasks that required them to follow two given traces (a broken line and a circumference) using the digital Tracer.