ABSTRACT
This chapter revisits the purposes of the MasterMT project and answers the questions we set out to answer. With discussions made in light of existing literature, this chapter integrates results and findings in the study and those from prior research. In addition, we discuss what the findings of the MasterMT project might mean for future research, practice and policy. Research evidence generated so far points to the very fact that the kind of best mathematics teaching is already there in master mathematics teachers’ classrooms and that generating the futuristic effects into all primary classrooms is a matter of learning from quality research evidence about PD and practices that make maths teachers masterly and learners reach mastery.
