This document reviews research on the professional development of Chinese mathematics teachers over the past 30 years. It describes 3 stages of development from 1978-2008 and characteristics of the research including expanding topics and deepening analysis. It also outlines key theories and models proposed, including Ping Yu's knowledge structure model for mathematics teachers. The document notes advances in pre-service and in-service teacher training systems and calls for future research to strengthen theoretical frameworks and specialty areas in developing Chinese mathematics teachers.