Partnerships between researchers and teachers are central to stimulating advancements in a linking research and practice agenda. This paper addresses two key aims. First, research on supporting students' representational fluency in technology-rich algebra learning environments is used to illustrate a linking research and practice agenda. Three themes are addressed as outcomes of this researcher-practitioner partnership: (a) the importance of addressing a shared problem of practice, (b) the role of theoretical lenses in supporting both practice and research, and (c) how to design for collaboration using both practice-based and research-based methods. Second, emerging issues in establishing productive researcher-practitioner partnerships are introduced from the perspective of both researchers and practitioners. Viable next steps for bridging the experiences of researchers and practitioners are discussed.