In this article, we aim to provide a glimpse of what is counted as good mathematics instruction from Taiwanese perspectives and of various approaches developed and used for achieving high-quality mathematics instruction. The characteristics of good mathematics instruction from Taiwanese perspectives were first collected and discussed from three types of information sources. Although the number of characteristics of good mathematics instruction may vary from one source to another, they can be generally organized in three phases including lesson design before instruction, classroom instruction during the lesson and activities after lesson. In addition to the general overview of mathematics classroom instruction valued in Taiwan, we also analyzed 92 lessons from six experienced teachers whose instructional practices were generally valued in local schools and counties. We identified and discussed the characteristics of their instructional practices in three themes: features of problems and their uses in classroom instruction, aspects of problem–solution discussion and reporting, and the discussion of solution methods. To identify and promote high-quality mathematics instruction, various approaches have been developed and used in Taiwan including the development and use of new textbooks and teachers’ guides, teaching contests, master teacher training program, and teacher professional development programs.
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