This study investigates Chinese and U.S. teachers' construction and use of pedagogical representations surrounding implementation of mathematical tasks. It does this by analyzing video-taped lessons from the Learner's Perspective Study, involving 15 Chinese and 10 U.S. consecutive lessons on the topic of linear equations/linear relations. We examined patterns of pedagogical representations that Chinese and U.S. teachers construct over a set of consecutive lessons, but also investigated the strategies of using representations to solve mathematical problems by Chinese and U.S. teachers. It was found that multiple representations were constructed simultaneously to develop the connection of relevant concepts in the U.S. classrooms while selective representations were constructed to develop relevant concepts in the Chinese classrooms. This study is significant because it contributes to our understanding of the cultural differences involving Chinese and U.S. students' mathematical thinking and has practical implications for constructing pedagogical representations to maximize students' learning.