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Abstract
This paper addresses the development of mathematics teaching to improve mathematics learning for students of mathematics at all levels. It focuses on the design of activity for classroom intervention in which teachers are centrally involved along with didacticians. Research and development are closely inter-related with both teachers (insiders) and didacticians (outsiders) taking research roles. Three models or paradigms are described and compared: design research; learning study; and co-learning inquiry. A theoretically-based, innovative, iterative design process is indicated for reliable developmental outcomes. It is suggested that teachers need to be partners in design and study. The nature of partnership is raised as a question for further exploration in connection with the dissemination and sustainability of approaches to development.