Abstract
Digital artifacts can integrate multiple representations and support the design of embodied tasks, but they should also help students establish connections between representations and see mathematical concepts as invariant across them. This paper investigates how two secondary school students working with It Takes Two Hands, a digital artifact bringing together two simultaneous function representations, make sense of the underlying functional relationship. Through the lens of embodied instrumentation, the study focuses on how students coordinate action, language, and feedback across representations. Preliminary results suggest that linking embodied actions through multiple representations can stimulate a reorganisation of prior knowledge and foster conceptualisation of functions as invariant across representations.