Math education sits at the intersection of three consequential communities: mathematicians, math educators, and school teachers. When these communities work well together, students benefit; when they misunderstand one another, students are left to navigate the gaps. At times we see tension: different goals, priorities, and visions of “good” mathematics teaching; at other times we see deep partnership, where theory and practice meet, research informs the classroom, and teachers’ lived experience shapes the work of mathematicians and educators. We invite you to two debates whose job is not only to name these tensions, but to ask how we might turn them into productive dialogue: how we can build relationships that respect disciplinary expertise, pedagogical insight, and the lived experience of students and teachers alike.