Cognitive analyses are typically used to study individuals, whereas social analyses are typically used to study groups. In this article, I make a distinction between what one is looking at with--one's theoretical lens--and what one is looking at--e.g., an individual or a group. By emphasizing the former, I discuss social analyses of individuals and cognitive analyses of groups, additional analyses that can enhance mathematics education research. I give examples of each and raise questions about the appropriateness of such analyses.