Zhenzhen Miao is Assistant Professor in Mathematics Education at Jiangxi Normal University, China. Zhenzhen teaches both initial teacher education (ITE) and research courses in Mathematics Education to both undergraduates and postgraduates and is an active contributor to teacher professional development (PD) at local schools, provincial teaching research conferences and the National PD Programme for Rural Teachers in China. Her research focuses on mathematics learning, teaching, ITE and teacher PD in both local and global contexts. She has a PhD from the University of Southampton, UK.Christian Bokhove is Professor in Mathematics Education at Southampton Education School, University of Southampton, UK. He is also Director of Research at the School and has co-led their Mathematics, Science and Health Education research centre. He has a PhD from Utrecht University, Netherlands.David Reynolds, CBE, was Deputy Pro Vice Chancellor, Head of Department and Professor of Education at Swansea University, UK. Since 2021, he has been Distinguished Professor of Education at Hangzhou Normal University, China. He has published extensively in the areas of educational effectiveness, comparative education and educational policy (over 20 books, 150 articles) and has lectured, consulted and/or researched in over 70 countries.

Chinese students’ mathematics performance is consistently good in international comparative studies. The role and effort of good mathematics teachers is indispensable. What is the secret of a good mathematics teacher in China? This book will tell you all about it. The MasterMT project aims to unfold the secret behind best teaching practice in primary mathematics in China via a mixed methods study. The study put focuses on three dimensions of mathematics teaching, namely action, mind and pattern. The findings delineate vivid pictures of master mathematics teachers’ individual and collective effects of various factors at multiple levels of student achievement in mathematics knowledge, skills and thinking; their perceptions of schooling and math learning; their professional trajectories. Educators, researchers, teachers and parents will enjoy this book. Mok Ah Chee Ida, Associate Professor, Faculty of Education, The University of Hong KongEducation policy across the world is often based on claims made about practices in other countries, and in Mathematics China has been one of the countries often cited. However, much of this commentary is based on overinterpreting international studies such as PISA, with very little research on what mathematics teaching in China is really like. This important book reports on a major study of Master Mathematics Teachers in five Chinese provinces, and provides us with rigorous data and analysis on their teaching practice. This is linked to student outcomes, not just in the cognitive sphere, but in the affective and metacognitive spheres as well. All of these make this book a must-read for anyone interested in mathematics education, and how we can improve it. Daniel Muijs, Professor of Education and Head of the School of Social Sciences, Education and Social Work, Queen's University Belfast

• 1. The Master Mathematics Teachers Project 2. 40 Days in a Master Mathematics Teacher’s Work 3. Getting into Master Mathematics Teachers’ Classrooms 4. Masterly Mathematics Teaching in Everyday Classrooms 5. Affective Outcomes: Patterns, Variation and Mechanisms? 6. Metacognitive Outcomes: Patterns, Variation and Mechanisms 7. Achievement in Mathematics: Patterns, Variation and Mechanisms 8. Masterly Mathematics Teaching in the Master Mind 9. Growing into Master Mathematics Teachers 10. The MasterMT Project and the Future that’s Arrived

Zhenzhen Miao is Assistant Professor in Mathematics Education at Jiangxi Normal University, China. Zhenzhen teaches both initial teacher education (ITE) and research courses in Mathematics Education to both undergraduates and postgraduates and is an active contributor to teacher professional development (PD) at local schools, provincial teaching research conferences and the National PD Programme for Rural Teachers in China. Her research focuses on mathematics learning, teaching, ITE and teacher PD in both local and global contexts. She has a PhD from the University of Southampton, UK.Christian Bokhove is Professor in Mathematics Education at Southampton Education School, University of Southampton, UK. He is also Director of Research at the School and has co-led their Mathematics, Science and Health Education research centre. He has a PhD from Utrecht University, Netherlands.David Reynolds, CBE, was Deputy Pro Vice Chancellor, Head of Department and Professor of Education at Swansea University, UK. Since 2021, he has been Distinguished Professor of Education at Hangzhou Normal University, China. He has published extensively in the areas of educational effectiveness, comparative education and educational policy (over 20 books, 150 articles) and has lectured, consulted and/or researched in over 70 countries.

Chinese students’ mathematics performance is consistently good in international comparative studies. The role and effort of good mathematics teachers is indispensable. What is the secret of a good mathematics teacher in China? This book will tell you all about it. The MasterMT project aims to unfold the secret behind best teaching practice in primary mathematics in China via a mixed methods study. The study put focuses on three dimensions of mathematics teaching, namely action, mind and pattern. The findings delineate vivid pictures of master mathematics teachers’ individual and collective effects of various factors at multiple levels of student achievement in mathematics knowledge, skills and thinking; their perceptions of schooling and math learning; their professional trajectories. Educators, researchers, teachers and parents will enjoy this book. Mok Ah Chee Ida, Associate Professor, Faculty of Education, The University of Hong KongEducation policy across the world is often based on claims made about practices in other countries, and in Mathematics China has been one of the countries often cited. However, much of this commentary is based on overinterpreting international studies such as PISA, with very little research on what mathematics teaching in China is really like. This important book reports on a major study of Master Mathematics Teachers in five Chinese provinces, and provides us with rigorous data and analysis on their teaching practice. This is linked to student outcomes, not just in the cognitive sphere, but in the affective and metacognitive spheres as well. All of these make this book a must-read for anyone interested in mathematics education, and how we can improve it. Daniel Muijs, Professor of Education and Head of the School of Social Sciences, Education and Social Work, Queen's University Belfast

• 1. The Master Mathematics Teachers Project 2. 40 Days in a Master Mathematics Teacher’s Work 3. Getting into Master Mathematics Teachers’ Classrooms 4. Masterly Mathematics Teaching in Everyday Classrooms 5. Affective Outcomes: Patterns, Variation and Mechanisms? 6. Metacognitive Outcomes: Patterns, Variation and Mechanisms 7. Achievement in Mathematics: Patterns, Variation and Mechanisms 8. Masterly Mathematics Teaching in the Master Mind 9. Growing into Master Mathematics Teachers 10. The MasterMT Project and the Future that’s Arrived

Zhenzhen Miao is Assistant Professor in Mathematics Education at Jiangxi Normal University, China. Zhenzhen teaches both initial teacher education (ITE) and research courses in Mathematics Education to both undergraduates and postgraduates and is an active contributor to teacher professional development (PD) at local schools, provincial teaching research conferences and the National PD Programme for Rural Teachers in China. Her research focuses on mathematics learning, teaching, ITE and teacher PD in both local and global contexts. She has a PhD from the University of Southampton, UK.Christian Bokhove is Professor in Mathematics Education at Southampton Education School, University of Southampton, UK. He is also Director of Research at the School and has co-led their Mathematics, Science and Health Education research centre. He has a PhD from Utrecht University, Netherlands.David Reynolds, CBE, was Deputy Pro Vice Chancellor, Head of Department and Professor of Education at Swansea University, UK. Since 2021, he has been Distinguished Professor of Education at Hangzhou Normal University, China. He has published extensively in the areas of educational effectiveness, comparative education and educational policy (over 20 books, 150 articles) and has lectured, consulted and/or researched in over 70 countries.

Chinese students’ mathematics performance is consistently good in international comparative studies. The role and effort of good mathematics teachers is indispensable. What is the secret of a good mathematics teacher in China? This book will tell you all about it. The MasterMT project aims to unfold the secret behind best teaching practice in primary mathematics in China via a mixed methods study. The study put focuses on three dimensions of mathematics teaching, namely action, mind and pattern. The findings delineate vivid pictures of master mathematics teachers’ individual and collective effects of various factors at multiple levels of student achievement in mathematics knowledge, skills and thinking; their perceptions of schooling and math learning; their professional trajectories. Educators, researchers, teachers and parents will enjoy this book. Mok Ah Chee Ida, Associate Professor, Faculty of Education, The University of Hong KongEducation policy across the world is often based on claims made about practices in other countries, and in Mathematics China has been one of the countries often cited. However, much of this commentary is based on overinterpreting international studies such as PISA, with very little research on what mathematics teaching in China is really like. This important book reports on a major study of Master Mathematics Teachers in five Chinese provinces, and provides us with rigorous data and analysis on their teaching practice. This is linked to student outcomes, not just in the cognitive sphere, but in the affective and metacognitive spheres as well. All of these make this book a must-read for anyone interested in mathematics education, and how we can improve it. Daniel Muijs, Professor of Education and Head of the School of Social Sciences, Education and Social Work, Queen's University Belfast

• 1. The Master Mathematics Teachers Project 2. 40 Days in a Master Mathematics Teacher’s Work 3. Getting into Master Mathematics Teachers’ Classrooms 4. Masterly Mathematics Teaching in Everyday Classrooms 5. Affective Outcomes: Patterns, Variation and Mechanisms? 6. Metacognitive Outcomes: Patterns, Variation and Mechanisms 7. Achievement in Mathematics: Patterns, Variation and Mechanisms 8. Masterly Mathematics Teaching in the Master Mind 9. Growing into Master Mathematics Teachers 10. The MasterMT Project and the Future that’s Arrived