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When using a dynamic geometry environment, students’ mathematical communication may becomemore dynamic, shown by adverbs and verbs indicating activity or change. In this paper, three examples of students’ answers when using a DGE template are analysed through Duval’s (2017) semiotic register approach as well as the concept of dynamic mathematical communication. Results exemplify how students’ mathematical communication when using DGE may have a dynamic character (using words such as ‘drag’). Results also indicate that coordinating representations across four different registers is challenging, and students may focus on only performing treatments in one register. Furthermore, the students’ insightful readiness to communicate mathematically may be challenged in DGE settings.