In this paper we deal with the problem of the genetic relationship between the sensual and the conceptual in knowledge formation. Transcript and videotape analyses of two small groups of a regular Grade 11 mathematics class shed some light on the dialectics between semiotic activity and artefact-mediated kinesthetic actions. The analyses point to a dialectical embedding of the sensual and the conceptual through perceptual activity, gestures, mediated action, speech, and signs. (Contains 2 tables and 2 figures.) [For complete proceedings, see ED489597.]