Initiated in 2017, the Master Mathematics Teachers (MasterMT) project is the first endeavour to date (as of Jan 2023) that has looked systematically into the practice and development of a legendary tribe of mathematics teachers in China, the master mathematics teachers, at a large scale, and with such breadth and depth.

The project draws on multiple types of data from a large sample of master mathematics teachers (N = 70) and their students (N = 3,178). Specifically, the project:

• focuses on multiple learning and teaching outcomes, namely affective, cognitive and metacognitive outcomes;
• measures and interprets teaching, learning and teaching-learning mechanisms in both quantitative and qualitative ways;
• sees teacher professional development through both historical and live-streaming lenses.

Harnessing the Integrated Paradigm, the project makes an optimal use of multiple methods in innovative ways, in representing and understanding the masterly-mathematics-teaching reality.