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‪This paper describes the connection between two approaches that deal with the role of signs and language in the relationship between pupils and their learning. The first approach revolves around the process of secondarisation and was developed by Martine Jaubert and Maryse Rebière in language sciences. The second approach deals with the pragmatist and semiotic perspective developed in didactics of mathematics by researcher François Conne based on the definition of knowing as useful knowing. With spotlights on their theoretical and methodological tools, I examine traces on a pupil’s production, and I show how the two different frameworks model a similar phenomenon. The result is a better understanding of the paradigms of each approach and their impact, in their own didactic field but elsewhere too, of new interpretative frameworks for didactic concepts.‪