Abstract
On the basis of the hypothesis that emerged from recent research studies, this article discusses the potential synergy between the combined use of both digital and manipulative artefacts. The discussion is supported by examples drawn from a collection of data gathered in the frame of two teaching experiments, carried out at different school levels, with the objective of constructing mathematical meanings of geometric transformations. The examples are analyzed through a specific lens aimed at identifying key elements supporting and refining the idea of synergy, with the aim of more precisely characterizing it.
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