Teacher collaborative learning is key in teacher professional development. Yet, how teachers learn in cross-cultural professional development settings remains largely unexplored. This paper examines the case of a Chinese mathematics teacher who learned through addressing various challenges when teaching in an English school in a China-UK exchange…

Purpose: This study aimed to explore how a group of Chinese primary mathematics teachers learned through conducting an online cross-cultural lesson study between China and Australia. Design/methodology/approach: An expansive learning theory was adopted to examine teachers' learning through collective activities across different activity systems.…

Lesson study (LS) has been practiced in China as an effective way to advance teachers' professional development for decades. This study explores how LS improves teaching that promotes students' understanding. A LS group including didacticians (practice-based teaching research specialist and University-based mathematics educators) and mathematics…