Exemplary mathematics instruction and its development in selected education systems in East Asia

What may teachers do in developing and carrying out exemplary or high-quality mathematics classroom instruction? What can we learn from teachers’ instructional practices that are often culturally valued in different education systems? In this article, we aim to highlight relevant issues that have long been interests of mathematics educators worldwide in identifying and examining teachers’ practices in high-quality mathematics classroom instruction, and outline what articles published herein can help further our understanding of such issues with cases of exemplary mathematics instruction valued in the Chinese Mainland, Hong Kong, Japan, Singapore, South Korea, and Taiwan.