Purpose: The article presents the construction of a conceptual framework, which is rooted in mathematics education and in dialogic analysis. It aims to analyse how dialogic interactions contribute to constructing teachers' mathematical problem-solving knowledge. The article provides one example of this analysis. Design/methodology/approach: The networking between a content analysis framework (Mathematical Knowledge for Teaching Problem-Solving) and a dialogic analysis framework (Lesson Study Dialogue Analysis) is presented. This leads to the construction of indicators to quantitatively and qualitatively code our data: five meetings during one lesson study cycle of a group of eight Swiss primary teachers, working on the teaching of problem-solving. Findings: This article does not present empirical findings. The developed conceptual framework is the result presented. Research limitations/implications: The presented framework allows modelling, on the one hand, the knowledge relating to the teaching and learning of problem-solving and, on the other hand, the analysis of interactions during a lesson study. The article does not contain the results of the research. Practical implications The use of our framework can contribute to teacher educators' and facilitators' training by highlighting which types of intervention are favourable to the development of knowledge. Originality/value: Our analysis involves a "systematic coding" approach. It allows a fine-grained analysis of the interactions in relation to the evolution of knowledge. Such a systematic approach offers the possibility of questioning the coded data in various ways.