<p>In this article, I explore the becoming of a learner-tool-concept in an AR environment, which was designed to allow users to “touch” virtual graphs in order to make sense of the concept of derivative. I draw on two main ideas from Simondon, that of technicity and affectivity. With the former, I study how the AR environment becomes a mode of relation between the learner and the world. For the latter, Simondon asserts that sense-making is essentially an affective process, anticipating subject-world relations, so I study what these affective processes look like. I use re-enactment as a method of “aestheticizing” the video data, which increases my capacity to access the non-cognitive affectivity at play. The analysis highlights the affective processes that shape the learner’s practises of “touching”, through hand gestures, which enable him to express the changing slope of a graph in relation to the inclination of his hand. It also traces the evolving coordination between eyes and hand as he explores and experiments with the different graphs of the AR environment.</p>