Abstract
This study examines co-learning of mathematics practicing teachers and mathematics teaching researchers through parallel lesson study in China. Two cases are illustrated and compared to highlight what practicing teachers and teaching researchers learned. The practicing teachers developed their competence in identifying instructional objectives, improving instructional process, selecting and sequencing mathematical tasks, and developing professional vision. The mathematics teaching researchers developed their professional competence in effectively carrying out teaching research activities, effectively mentoring teachers, and deepening the understanding of teaching.
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