What happens when teachers from different educational and cultural backgrounds learn from one another over time? A study of mathematics teachers who participated in a seven-year China–Canada reciprocal learning project explores how cross-cultural professional exchange can move beyond sharing classroom practices to foster deeper mutual understanding and collaborative innovation. The findings identify three stages of reciprocal learning—getting to know each other, critically examining different practices, and learning through deeper understanding—and highlight the importance of cultural awareness, classroom observation, and sustained partnerships.
