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This paper focuses on a professional development program for lower-secondary school mathematics teachers, led by mathematics education researchers, based on historical insights from Fibonacci’s Liber Abbaci. The program, involving 25 teachers, emphasized using the history of mathematics to craft meaningful mathematical lessons on the topic of fractions. By analyzing, in particular, the case of the teacher Cinzia in interaction with the researcher Silvia, the paper investigates the complex relationships between teachers’ and researchers’ beliefs, knowledge, and practices. Drawing on the theoretical frameworks of Meta-Didactical Transposition and Documentational Approach to Didactics, the authors propose a new comprehensive model that illustrates how meta-didactical praxeologies, documentation work, and beliefs evolve together within a professional development context. The model also highlights the reciprocal influence between researchers and teachers, showing how shared practices and beliefs emerge and evolve. This research provides deeper insights for designing professional development programs that foster meaningful and collaborative professional growth, while also raising thought-provoking questions for future inquiry.