This research report examines how two groups of bilingual algebra students made connections among representations while solving a non-routine generalization problem. Using a socio-cultural orientation to mathematics learning, together with a semiotic lens on students' joint mathematical activity, this report details the type of connections among representations each group of students made as they solved the problem. Follow-up analysis shows that some connections afforded making more productive conclusions while other connections may have constrained the groups' solution processes. Finally, analysis of change across time reveals that the initial connections made by each group persisted across six weeks, despite intervening instruction that suggested other possible connections to solve the problem. The conclusion contains implications for researchers and practitioners. [For the complete proceedings, see ED584829.]