Abstract In this systematic review, we explore the nature of interactions between theoretical approaches within mathematics education research over the past decade (2014–2023). We propose an organising framework describing the interactions in terms of dialogue and distinguishing three modes: inter-theoretical dialogue (examining relationships between theoretical approaches), multi-theoretical dialogue (using multiple approaches to address similar phenomena), and meta-theoretical dialogue (transcending individual approaches). For each mode, we identify specific dialogue techniques that exert centripetal (unifying) forces, centrifugal (diversifying) forces, or a combination of both. By analysing 78 peer-reviewed journal articles, we map the landscape of theoretical dialogue in mathematics education research, identifying prevalent approaches, techniques, and forces at play. Our findings show a predominance of inter-theoretical and multi-theoretical dialogues, with comparative analysis and joint analysis as the most frequently used techniques. Centripetal forces are more prominent than centrifugal forces but are limited in terms of transformative proposals. We discuss the dynamics of theoretical dialogue, its current and potential role in the development of the field, and implications for future research directions. The review highlights the need for more explicit frameworks to assess theoretical compatibility and contribute to the cumulative development of the field.