PurposeThis study explored how teachers change, what teachers learn and how they learn during the implementation of project-based learning through lesson study.Design/methodology/approachIn this study, three university researchers, one doctoral student and six mathematics school teachers formed a lesson study team. Using a qualitative research method, this study employed a locally integrating networking strategy to combine the modified Interconnected Model of Teacher Professional Growth (IMTPG) and Bannister's framework to describe the teachers' knowledge change when participating in a lesson study on project-based learning.FindingsThe research revealed that the school teachers' knowledge about authenticity and assessment in the context of project-based learning was changed after the lesson study and how the changes were triggered.Originality/valueThe study demonstrates how the networking of two different theories—modified IMTPG and Bannister's framework—contributes to a better understanding of the process of teachers' collective practice, as well as the knowledge change in PjBL. This networking was done by combining the two theories, which were superimposed at the domain of practice.

Blockchain fundamentally alters the digital world by introducing fresh ideas on efficiency, security, and safety. Data and system stability. Blockchain is a digital public ledger that is decentralized, unchangeable, and open to all stakeholders. Blockchain has many applications, including NFT, cryptocurrency, metaverse, Defi, etc. Cryptocurrency is a type of digital money that operates independently from the government or banks and is intended to be used as a medium of exchange across computer networks. This paper introduces blockchain technology, discusses whether there are bubbles inside the cryptocurrency, and gives investment advice based on cryptocurrency and blockchain.