This paper focuses on the actions of learners on digital and analogue materials while dealing with a statistical problem. To investigate the learners’ actions, a semiotic perspective of mathematical learning according to C. S. Peirce is used, since in this perspective learning mathematics is described as visible activities on diagrams. Through a qualitative semiotic analysis of the actions of two third-graders working with given data, the statistical diagram interpretations of the learners can be reconstructed. A comparison of the reconstructed diagram interpretations reveals whether different movements lead to similar diagram interpretations. In addition, it is of interest whether the diagram interpretations are the same when acting on digital and analogue diagrams because the same mathematical relationships have to be observed. Through this comparison, conclusions can be drawn about the similarities and differences in working with digital and analogue materials and how these materials may be used profitably in statistical learning.