Evidence of tension between teachers and researchers regarding the work that researchers undertake in classrooms surfaces from time to time. The title of this conference, "A Conversation between Researchers and Practitioners", testifies to the importance of interaction between the users and providers of research. Indeed, in this paper, we will argue that the traditional role-pair interactions, which may be the cause of the tension, can be replaced with what we will call a "blended role-pair." This blend, we suggest, merges research and action, connects the researcher with the researched, and combines the ownership of the knowledge produced from the research. Further, the unique nature of working with adults learning mathematics (ALM) allows a similar role- pair blending to take place between practitioners and students. The symmetry of the problems associated with traditional teacher-pupil role- pairs and those associated with traditional researcher-practitioner role-pairs allows us to consider a symmetrical response. This blended role-pair, we suggest, merges presentation and construction of mathematics--all concepts in the best tradition of the ALM community. Further, we will speculate that the triangle of role-pairs can be completed by considering the researcher-student pairing and whether a similar blending can be usefully developed. (Author)