There are concerns that the effective use of interactive whiteboard technology is being inhibited by its use only as a means of presentation. This article looks at the way in which a working group drawn from the university and school areas of mathematics teaching developed materials to enhance the pedagogic use of interactive whiteboard technology. The group worked according to the principles of developmental work research, used mainly in multi-agency social policy planning. The multi-disciplinary, structured and outcome-oriented work was used to support what was considered by the participants to be effective professional development for all participants. Analysis of the approach according to culture, partnership, reflection and conceptual challenge offers evidence that cross-sector experiential learning is mutually beneficial because it enhances both process and outcome.