We start by examining Quantum. Quantum was set up to look at the constitution, the social production of mathematics teaching.
Why? What is Quantum purpose? In doing that what did it hope to?
What we are trying to say, instead of how to test content knowledge in Quantum we learn the practice in terms of what they are doing, what opportunity has offered.
Here is about the practice of maths educators in maths teaching education and that's constitute for teaching in particular ways.
What Quantum doesn't do: is to define it, to describe it outside, to set up social practices, and certainly have looked at partially what constitute mathematics for teaching.
This is being the purpose. So what does it achieve and what doesn't achieve?
Its purpose is also theoretically driven in the sense that it works with an assumption that if you put two different kinds particularly when you are trying to learn mathematics and teaching at the same time. One is more hierarchical and others are horizontal.
One is well defined and the other one is not clearly defined.
You know when you talk about mathematics. You don't know when you talk about teaching. What about when you talk about mathematics for teaching.
That's some of the problems. What happens when you start put them together? What happens when you start learn about the practice of teaching? The practice of mathematics teaching? The practice of mathematics? Learning mathematics for teaching?
We will critique this, the progress and the limitation.
What is the implication of Quantum?
The implications of Quantum is that we saw that because teaching is undefined, it is so loose. Even though, they were the same course, they were very different.
In fact what we started to see: what does it look like? It could be a pattern. Poorer teachers get ill-defined mathematics and in terms of teaching. In the institution where teachers come from able schools, they were offered something that much more ....................
Now, we are talking about algebra reasoning, what do you mean by Algebra reasoning. ....
That courses are mathematics teaching. They will not focus on mathematics necessarily........... method courses.
There were courses for mathematics teaching. They were different. That's where the whole point is. Often you can design what ever you like. It's called ......
And the analysis of that teachers were offered more than Grade c .......
Because it merged things together. They were just focused on Grade 9 algebra, so the teachers did not do any thing more than Grade 9 algebra. So when they asked in the teaching, they were very fake examples.
What is the limitation Quantum?
Quantum did not take further. What is really needed, study many more courses to get a much wider empirical based to set up empirical data.
Some courses stopped. .....
That's one part of Quantum, trying to understand what constitute.
The other part is the British part. The study we did in Britain, that courses was specifically designed for mathematics for teaching.
.....
I would start that we look at the assessment task. Mathematics and mathematics education.
What we found. What is the field out there? What is considered important for teaching?
It wasn't there either in the mathematics courses and in the mathematics teaching. It falls in between. It doesn't tell us about .....
We looked courses: teaching and mathematics learning; algebra concept and methods; reflecting on you mathematics teaching.
They don't have specifically content and then we look how the mathematics teaching come together? What is constitute?
The idea is to go the courses ... But there were courses that proving to be problematic in SA and there's enormous changes and Quantum project was terminated.
What Quantum does? Some kind of laid a ground about what happened when you try to teach mathematics for teaching in different way. So when you tried to offer it, what get offered. We don't say we want to change teachers. We tried to ....
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