We rely on discussions initiated at CERME4 and continued at CERME5 to compare, contrast and combine in a coherent way different theoretical frameworks currently used in mathematics education, with the eventual aim of networking between theoretical approaches. Specifically, we chose for this purpose the theory of didactic situations (TDS), the nested epistemic actions (RBC+C) model for abstraction in context (AiC), and the theoretical approach of interest-dense situations (IDS). As an example, we focus on how each of these frameworks is taking into account social interactions in learning processes. We identified not only connections and contrasts between the frameworks but also additional insights, which each of these frameworks can provide to each of the others. We also present some methodological reflections about the process of networking different theoretical approaches.