This volume investigates the specific pedagogical strategies and systemic teacher development models that contribute to the high performance of Chinese students in mathematics. The authors, Rongjin Huang and Yeping Li, leverage their expertise in mathematics education to synthesize empirical research and classroom observations. They argue that the success of the Chinese system is not merely a product of cultural emphasis on study, but the result of structured, iterative professional development and highly refined instructional techniques. The book provides a framework for understanding how these practices can be analyzed and potentially adapted in diverse global contexts.

Experts in comparative education identify this work as a foundational text for understanding the mechanics of the Chinese mathematics classroom. Readers frequently note the academic density of the prose, which serves as a rigorous resource for researchers and policy makers interested in pedagogical reform.