This paper uses thematic analysis to investigate how shared intentions for the Maths4all project were negotiated. Individuals or pairs prepared seven mathematical activity guides forpreschool 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 the ideological focus of the project became more defined. Other key themes that informed this development included looking across primary and preschool contexts; consideration of teacher interpretation of project output; the curricular context; and interrogation of frequently used language