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The purpose of the article is to identify, describe and explain what and how new mathematics teachers learn when participating in a lesson-study induction programme, by networking theories.

To explore this phenomenon, the author combines the two theoretical frameworks, Patterns of Participation and the Knowledge Quartet. In a case study with one teacher, the latter framework is used as a zoom into the parts identified as important by the first framework.

The combination of the two frameworks proved productive as it provides: (1) a more complete insight into what the teacher learned, (2) complementary views on what and how the teacher learned and (3) different insights into the complex situations new teachers find themselves in. These findings contribute to the theorisation of lesson study and to research on new mathematics teachers.

As the study includes only one teacher, its results regarding new teachers' learning are not generalisable to the same extent as are the results regarding the benefits of combining the two frameworks.

In Denmark and other western countries, it is crucial to provide new mathematics teachers with support that focuses specifically on mathematics education. The article proposes a design of such an induction programme based on lesson study.

Outside East Asia, lesson study is rarely used to support the professional development of new mathematics teachers during their first teaching years. The article contributes an exploration of this phenomenon in Denmark.

The purpose of this paper is twofold: first, to investigate the learning of individual teachers participating in lesson study collaboration by adapting a participatory framework about teacher learning; and second, to investigate the potential of this framework compared with other approaches used in lesson study research.

The authors use collective case studies. By being participant observers the authors provide detailed descriptions of two selected teachers’ lived experiences of lesson study collaboration. In addition to gain first-hand insights, the authors conducted interviews before, between and after two rounds of lesson studies, and recorded the various lesson study activities.

This paper provides empirical insights into the complexity of teacher learning. By using the participatory framework, the authors identify significant shifts in the participation of each of the two teachers during a two-year lesson study project. By comparing these shifts the authors identify significant conditions for their individual learning.

Although the study is small scale, both the insights into the different ways in which teachers participated and the theoretical insights might be valuable for other lesson study research approaches.

This paper provides valuable insights into conditions that might influence teachers’ participation in lesson study activities, especially in cultures with little experience of lesson study.

This paper fulfils a need to investigate individual teachers’ learning in lesson study collaborations. It also contributes to deeper theoretical understandings of teacher learning which have been called for in recent lesson study research.