A challenge in mathematics education research is to coordinate different analyses to develop a more comprehensive account of teaching and learning. I contribute to these efforts by expanding the constructs in Cobb and Yackel's (1996) interpretive framework that allow for coordinating social and individual perspectives. This expansion involves four different constructs: disciplinary practices, classroom mathematical practices, individual participation in mathematical activity, and mathematical conceptions that individuals bring to bear in their mathematical work. I illustrate these four constructs for making sense of students' mathematical progress using data from an undergraduate mathematics course in differential equations. [The abstract is written in both English and Spanish. For the complete proceedings, see ED583608.]