This project seeks to understand the emergence of mathematical meanings mediated by learners' interactions with multiple artifacts. Extending our prior work which took an enactivist approach and revealed the dynamics of embodied interactions fundamental to understanding fraction division, we now employ a semiotic lens to illuminate how learners make personal meanings from their engagement with multiple artifacts and translate them into more generalized mathematical meanings. We are doing so by taking a semiotic approach to tracking the emergent phenomenon of two learners' meaning making as it arises from the complex interplay of signs. We rely on our findings to argue that semiotic theory can be used as a resource to complement and enhance an enactive analysis of the unfolding of sense making with multiple artifacts. Implications for the design of learning experiences with multiple artifacts are proposed. [For the complete proceedings, see ED657822.]