Design based research (DBR) has become a popular methodology for exploring various aspects of mathematics education due to its focus on theoretical development and practical implementation. Drawing on a recent meta-study into trends in mathematically focused DBR studies, this paper explores how this method is being used in comparison to its original goals. Findings indicate that most studies presenting as DBR are essentially isolated case studies exploring individual teaching interventions lacking the iterative development needed to meet the intentions of DBR. Reasons for the current state of research are suggested along with a potential research architecture for mathematics education.