In this book, Liping Ma reports on her study of the differences between Chinese and U.S. teachers' knowledge of mathematics for teaching. The author explores how Chinese teachers' understanding of mathematics and its teaching contributes to their students’ success. She documents some of the factors that support the growth of Chinese teachers' mathematical knowledge and proposes that it is difficult, if not impossible, for elementary teachers in the United States to develop a deep understanding of the mathematics they teach under present circumstances.

For a series of case studies of teachers’ knowledge, the author interviewed elementary mathematics teachers in the United States and China. She found that U.S. teachers may seem to "know" more about mathematics (e.g., they may have taken more courses and have some understanding of more advanced concepts), but their understanding of the mathematics they teach is, in fact, much more shallow. The studies indicate that Chinese teachers have a much deeper understanding of both the mathematics and the relevant pedagogy for teaching it. The author suggests that this understanding lies at the core of the Chinese teachers' competence and perhaps at the root of the Chinese students' superior performance on international comparison studies.

The book speaks to the debates over issues raised by the Third International Mathematics and Science Study (TIMSS). It illuminates cross-cultural comparisons and may well shift the debate on "what counts" as good teaching.

Research for Better Schools (RBS) is a private, nonprofit corporation which currently operates the Mid-Atlantic Eisenhower Consortium for Mathematics and Science Education.