ABSTRACT
In this chapter, a second analytical tool is applied to the representational choices made apparent through tracking semiosis. Attention is turned to the role played by the different representational modes in shaping students' relationship to subject content. Close analysis of each mode is offered in addition to an account of the orchestration of meaning across multiple modes, as observed through tracking semiosis. The occurrence of different modes is then mapped across resource texts and the student presentation texts from both case studies. Transductions from one mode to another are shown to necessitate reconfiguration of knowledge, just as new mental propositions require different representational modes. The cognitive and affective aspects of working with different modes are also explored in relation to students' learning.
