In this study, we investigated the semiotic mediation process in an online class using both Zoom, a video conferencing system (VCS), and GeoGebra, a dynamic geometry software (DGS). We focused on the process by which students produced and shared their personal signs in various modalities and the instructional interventions in which the teacher used technologies to facilitate students’ semiotic activities. The findings show that teachers’ orchestration of a VCS and DGS support the distance mathematical communication of students through the production and sharing of multimodal semiotic resources. Students engaged in embodied interaction by sharing use not only verbal language but also non-verbal signs, such as dragging objects and mouse gestures. The collective production of multimodal semiotic bundles and the silent participation exclusively through gestures and diagramming without verbal utterances were also observed. Our case study provides examples of ways to tackle the rapidly changing mathematics education environment through distance semiotic mediation by orchestrating multiple technologies.
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