In Australia, in recent years, there have been moves to improve the quality of teachers and teaching. This has seen the establishment of state and territory teacher registration/accreditation bodies and the publication of standards documents. In NSW the NSW model of pedagogy has been released to support all teachers from Kindergarten to Year 12 in improving their practice in line with research on quality teaching. Within the context of a PhD self-study project, investigating the experience of trying to implement best practices in teaching primary school mathematics as a beginning teacher, links were made between the model of pedagogy and the mathematics research literature identifying components of best practice. These links were used as a basis for developing a model of quality mathematics teaching to be used as an assessment tool within this study. This model was found valuable in the process of self assessment and reflection and would be useful in planning for improvement in teaching practice. This paper presents the first part of the process of developing this model in making links between the components of quality mathematics teaching identified in the mathematics literature, and summarised succinctly in the work of Doug and Barbara Clarke, and the NSW model of pedagogy.