Novel forms of technology, like shared Augmented Reality (AR) holograms, can spur the discovery of new hypotheses about cognition and how it is embodied and distributed. These holograms have affordances for exploration, collaboration, and learning that have never been seen before. In the present study, we examine the multimodal ways that high school students interact with shared AR holograms while exploring geometric conjectures. Through multimodal analysis, we find both possibilities and important design considerations. [This paper was published in: "ICLS Proceedings," International Society of the Learning Sciences, 2022, pp. 1992-1993.]