A Cartesian graph is “a thing of movement”

Adopting a multimodal semiotic perspective, we present the case study of Bea, a 10th grade low-achieving student with a story of difficulties with functions. We focus on a task designed within a Dynamic Geometry Environment (DGE) artefact involving graphs of functions. The analysis of her speech, inscriptions, gestures, and actions on the artefact highlights her productive struggle in coping with the dynamism of the proposed representation, which resulted in an evolution of her semiotic production culminating in a drawing of the Cartesian graph. Results highlight the potentials of DGE activities, fostering the use of multimodal resources for low-achieving students.