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This study aimed to characterize Chinese teachers΄ expertise in mathematics instruction through analyzing five selected expert teachers΄ video-taped lessons, their lesson designs and reflections. A prototype view of teaching expertise was adopted and used to identify similarity-based central tendencies that are shared among these expert teachers. Data analyses revealed six central tendencies of these teachers΄ lesson instruction and thinking. The case analysis of one expert teacher΄s lesson instruction was also used to provide rich descriptions and illustrations of the prototype of these teachers΄ teaching expertise. The findings help us to develop a better understanding of the complexity of teaching expertise valued in China, and are important to teacher educators in their efforts to improve professional development for teachers. [ABSTRACT FROM AUTHOR]