The QUANTUM research project in South Africa has as its central concern answering the question of what is constituted as mathematics in and for teaching in formalised in-service teacher education in South Africa and how it is constituted. Entailed in the question is an understanding that, in practice, selections of content in mathematics teacher education are varyingly drawn from mathematics and the arena of education (including mathematics education, teacher education and teaching experience). Debate continues as to whether and how mathematics teacher education programmes should integrate or separate out opportunities to learn mathematics and teaching. Programmes range across a spectrum of integration and separation of mathematics and teaching, including variations in the degree to which opportunities for teachers to learn both mathematics and teaching are presented as embedded in problems of practice.

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