Robb, Anita J.2010-08-232010-08-2320102010-08-23http://hdl.handle.net/1828/2955This self reflective study investigates the conditions of unexpected emergence of mathematics learning in a grade one classroom. Recollected reflections of classroom events are described in five vignettes. Using the framework of temporality, sociality and place described by Clandinin and Connelly (2006) as necessary common places in narrative inquiry method, four common themes are identified throughout the vignettes: tensions, interactions, listening and interest. Examining the four common themes through hermeneutic interpretation lead to an interrogation of my underlying beliefs and assumptions about curriculum, mathematics teaching, and mathematics learning. Most importantly, this self study has given me an understanding of the kinds of conditions that make the emergence of unexpected mathematics possible, thereby informing my past and future mathematics teaching practiceenAvailable to the World Wide Webmathematics curriculumnumber conceptpedagogyproject