Meaning-making in teaching-learning mathematical processes is a relevant issue analysed through different philosophical and educational frames. In particular, the use of digital tools in mathematics education affects the meaning-making processes. This paper discusses meaning-making from a phenomenological standpoint, in which interpretative activities are relevant. This approach requires a careful analysis of the semiotic resources' evolution, including those related to the used digital tools. The paper aims to introduce an analytical tool, the Timeline. This tool is an elaboration on previous analysis tools, like the interaction flowchart and the semiotic bundle. Such a tool allows the analysis of relationship among interactions, semiotic resources, and meaning-making. In this paper, the Timeline is used to analyze two episodes from two different learning experiments where GeoGebra and augmented reality are used. High school students from Italy and Israel participated in this study. Video recording has been used to document the entire learning experiments. The analysis provides evidence that the Timeline enables investigating the relationship between students-teacher-artifacts interactions and meaning-making. Moreover, results may give teachers ideas for using digital tools to foster students' meaning-making.