Storytelling is an engaging way through which lived experience can be shared and reflected upon, and a tool through which difference, diversity--and even conflict--can be acknowledged and elaborated upon. Narrative approaches to research bring the richness and vibrancy of storytelling into how data is collected and interpretations of it shared. In this paper, I demonstrate the potency of the narrative approach of "re-storying" for a certain type of university mathematics education research ("non-deficit," "non-prescriptive," "context-specific," "example-centred" and "mathematically focused") conducted at the interface of two communities: mathematics education and mathematics. I do so through reference to "Amongst Mathematicians" (Nardi, 2008), a study carried out in collaboration with 20 university mathematicians from six UK mathematics departments. The study deployed re-storying to present data and analyses in the form of a "dialogue" between two fictional, yet entirely data-grounded, characters--M, mathematician, and RME, researcher in mathematics education. In the dialogues, the typically conflicting epistemologies--and mutual perceptions of such epistemologies--of the two communities come to the fore as do the feasibility-of, benefits-from, obstacles-in and conditions-for collaboration between these communities. First, I outline the use of narrative approaches in mathematics education research. Then, I introduce the study and its use of re-storying, illustrating this with an example: the construction of a dialogue from interview data in which the participating mathematicians discuss the potentialities and pitfalls of visualisation in university mathematics teaching. I conclude by outlining re-storying as a vehicle for community rapprochement achieved through generating and sharing research findings--the "substance" of research--in "forms" that reflect the fundamental principles and aims that underpin this research. My conclusions resonate with sociocultural constructs that view mathematics teacher education as contemporary "praxis" and the aforementioned inter-community discussion as taking place within a "third" space.