ABSTRACT
This chapter focuses on analysis of teaching and learning by examining multiple forms of documentation of students’ engagement with a task. The cases are intended to provoke a discomfort with relying solely on students’ written work for making claims about what they know and how they know it. The cases also provide opportunities to explore the complexity of teaching and learning in two content areas-rational numbers, and volume and surface area-where being able to use rules and formulas far too often is taken as sufficient evidence of understanding. As you read these cases, consider the following questions.
