This article describes an investigation into mathematics for teaching in current teacher education practice in South Africa. The study focuses on formal evaluative events across mathematics teacher education courses in a range of institutions. Its theoretical orientation is informed by Bernstein's educational code theory and the analytic frame builds on Ball and Bass' notion of "unpacking" in the mathematical work of teaching. The analysis of formal evaluative events reveals that across the range of courses, and particularly "mathematics" courses designed specifically for teachers, compression or abbreviation (in contrast to unpacking) of mathematical ideas is dominant. The article offers theoretical and practical explanations for why this might be so, as well as avenues for further research. (Contains 8 figures, 1 table and 23 footnotes.)