These analyses form part of a three-year project looking at mathematical thinking as a socially organized activity. We revisit data from a University Calculus class using tools from two theoretical perspectives, used increasingly in mathematics education research: (1) semiotic mediation; and (2) discursive practices. We highlight how different theory-driven analyses taking a sociocultural view of thinking and learning can offer insights into the conceptualization of the "transfer" of learning. (Author)