ABSTRACT
This chapter puts the study in the context where the era’s constant demand for STEM skills from citizens worldwide intertwines with the necessity of mastering mathematics from an early age and with multiple aims and the seeming difficulty of realising this. With the entire book based on the Master Mathematics Teachers (MasterMT) project, the opening chapter gives the grand narratives about: (1) multiple learning outcomes in mathematics; (2) multiple teaching ‘prescriptions’; (3) the landscape of professional development for mathematics teachers; (4) master teachers and their role in teacher PD in China; (5) the project and its purposes; (6) the map of the book.
