The present research focuses on the development of knowledge about motion processes involving collaboration between students and interactive multiple representations diagrams. We designed three settings of interactive diagrams that share an example represented as an animation of multi-process motion but differ in their organizational functions. The 13- and 14-year-old students explored sets of characteristics of the mathematical models in the diagrams to analyze the related phenomena presented as real model and developed meaning of the abstract representations regarding the phenomena. The development of shared knowledge occurred when the students engaged in a reflective activity concerning the other members' reasoning and instruments involved in the collaborative process.