ABSTRACT
This chapter puts together a mental ‘picture’ of the way master maths teachers teach and their purposes and rationales for teaching the way they do. These are the most important parts of multiple perspectives about masterly teaching. Post-lesson interviews add ‘colour’ to the picture. Teachers’ accounts of their practice feature three major traits: (1) intensive instructional reasoning about the focal mathematics topics, how they are connected with other topics, how they should be taught and in what way can they be linked to learners’ knowledge and experiences as well as the real world; (2) teacher consciousness of children’s cognitive, emotional and social development past, present and future; (3) ways in which teachers adjust their teaching based on constant observations and diagnoses of learning amidst the dynamics of whole-class discussion, individual work and group collaborations.
