In this poster presentation we discuss how the mathematical and pedagogical content addressed in the taught component of a mathematics teacher education programme interacts with teacher-students' experiences in school placements and their reflection on these experiences. We invited mathematics teacher-students to provide scenarios drawn on their experience in schools soon after their first block of school placement, then these scenarios (12) were discussed by17 teacher-students in groups and in class discussions. Scenarios and discussions were analysed according to four characteristics: consistency between stated beliefs and intended (or reflected upon) practices, specificity of the reflection to the classroom situations under consideration, reification of pedagogical discourse, and reification of mathematical discourse.