The aim of this paper is to investigate possibilities for coordinating two theories in order to analyse interactions in a group of four students completing a mathematics task in upper secondary school. The investigation suggests that the theories can be coordinated, but their interpretations of the interactions provide information on different levels. Alrø and Skovsmose’s IC-model gives a more general picture of what is happening in the interaction between students, whereas Fuentes’s framework gives details to what is happening in the different dialogic acts in the IC-model.