In this reflective account, I delve deep into the interplay between mathematics and my research on teaching university mathematics such as introductory differential equations throughout my academic trajectory. My pedagogical practices and research, much like my personal experiences in mathematics, intertwine, shaping the questions and insights I extract. While my narrative predominantly concentrates on introductory stages of differential equations, it simultaneously sheds light on how shifts in mathematics education research paradigms have enriched and informed my journey.