<p>This study examines the influence of teacher collaboration on novice mathematics teachers’ professional development through a project in Shanghai focused on creating digital resources for global primary mathematics education. We investigated how two novice teachers’ interactions with social resources shaped their didactic praxeologies in lesson design through the dual theoretical lenses of the Documentation Approach to Didactics (DAD) and the Anthropological Theory of the Didactic (ATD). Data collection included teaching resources, lesson materials, and four in-depth interviews over seven months. The findings reveal that while social resources and concrete instantiations of c<i>ulturally dominant didactic praxeologies within institutions</i> effectively catalyzed changes in teachers’ praxis, transforming their logos proved more challenging in the designed lessons. From Lakatos's epistemological perspective, neither teacher developed substantial didactic praxeologies that would promote student engagement in mathematical <i>proofs and refutations</i>. Furthermore, while both teachers acquired new techniques through the instrumentalization of social resources, with their development conditioned by <i>Chinese didactic praxeology</i>, the absence of instrumentation limited the development of their logos despite different engagement with these resources.</p>