Aprender funciones mediante la sonificación: colaboración entre un estudiante ciego y un estudiante con dificultades de aprendizaje [Perceiving functions through sonification: peer collaboration between a totally blind student and a student with learning difficulties]

Students with special educational needs often access mathematical representations through individual adaptations, which may limit opportunities for peer collaboration. This study investigates how collaborative mathematical activity emerges when two students with diverse learning profiles, a totally blind student and a student with learning difficulties, explore function graphs through sonification by using Audiofunctions. The analysis adopts the Intercorporeal Functional Dynamic System (IFDS) framework. A qualitative case study design is used to analyse micro-episodes of student interaction. The results indicate that sonification creates a shared perceptual space that may support inclusive forms of collaborative mathematical exploration and extend the IFDS framework to peer interaction in inclusive contexts.