Analysing the Transition Between Perception–action Loops in Blind Learners’ Audio–mediated Mathematical Activity

Abstract

This study investigates how a blind learner engages with function graphs through Audiofunctions, an audio–based digital tool. Adopting the Body–Artifact Functional System (BAFS) as a theoretical framework, this contribution focuses on the transition from perception–action Loop 3, in which the artifact remains an external object of attention, to Loop 4, where it becomes functionally integrated into perception. Using a qualitative case study, a micro–episode from a task–based interview is analysed, revealing how auditory feedback shifts from being an object of exploration to a perceptually transparent means of accessing mathematical structure. These findings contribute to the development of BAFS in non–visual contexts and highlight the epistemic role of audio–based tools in inclusive mathematics education.

Keywords

embodied mathematicsbody–artifact functional systemperception–action loopsAudiofunctionsblind learner

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