Digital artefacts as representations: forging connections between a constructionist and a social semiotic perspective Candia Morgan & Chronis Kynigos Published online: 12 December 2013 # Springer Science+Business Media Dordrecht 2013 Abstract This paper uses the methodology of cross-case analysis to clarify connections and differences between two specific conceptual frameworks, multimodal social semiotics and constructionism, in particular in the ways they each deal with the idea of representation. It builds especially upon the idea of “distance” of digital representations with respect to usual represen- tations, stressing the multidimensionality of this notion and possibilities for progress towards a shared framework for research about representations. The paper focuses on the cross-case analysis study of a “middle distance” dynamic digital artefact, MoPiX, by two teams sharing a common reference framework (constructionism), but with distinct views with regard to representations. The research yielded a distinction in the ways connections between representations are valued by the two approaches and their respective interpretations of meaning generation. Keywords Constructionism . Social semiotics . Multimodality . Representation . Cross-case analysis . Theory networking 1 Introduction This special issue addresses the problem of fragmentation of theoretical frameworks and constructs in the context of the use of digital media in mathematics education. This fragmen- tation has resulted in polysemous use of terms and notions, difficulty in using constructs across educational contexts and a sense of noise in the growth of knowledge in the field (Kynigos & Lagrange, this issue; Artigue et al. 2009; Prediger, Bikner-Ahsbahs & Arzarello, 2008). The papers aim to contribute to the production of and experience with tools and methods for the networking amongst frameworks and constructs. The notion of networking and the ensuing agenda in the mathematics education community has been given serious attention (Prediger et al., 2008) but has taken on a range of different meanings. In this issue, it is being used in the sense of the forging of connections (Mariotti & Artigue, this issue; Artigue et al., 2009) and the Educ Stud Math (2014) 85:357–379 DOI 10.1007/s10649-013-9523-1 C. Morgan (*) Institute of Education, University of London, 20 Bedford Way, London WC1H 0AL, UK e-mail: c.morgan@ioe.ac.uk C. Kynigos Educational Technology Lab, National Kapodistrian University of Athens, Athens, Greece e-mail: kynigos@ppp.uoa.gr