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This paper uses thematic analysis to investigate how shared intentions for the Maths4all project were negotiated. Individuals or pairs prepared seven mathematical activity guides for preschool and primary school groups. These plans were then reviewed in team meetings using the Teaching for Robust Understanding framework (Schoenfeld, 2013) as a conversation guide. Thematic analysis of field notes taken at these meetings shows that the framework acted as a catalyst for discussions in which thedoi:10.5281/zenodo.3580810 fatcat:vdtsjizqyrgfbhpshvj6oru3ue