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This volume on professional competence in mathematics education would make an invaluable addition to the libraries of educational researchers, teacher educators, school administrators, and graduate students. This book advances the theoretical understanding about the knowledge, skills, attitudes, and practices that distinguish competent mathematics teachers. The unique contribution of the book is that the theory of professional competence that it advances is grounded in the specifics of classroom practices in two countries, the United States and India. The use of grounded theory...