In primary teacher education, using a multimedia learning environment, we challenge student teachers to develop narratives of paradigmatic classroom situations. In this digital environment they observe footage of classroom practice (mathematics lessons) and discuss, analyse, and interpret these episodes. The environment will stimulate student teachers to develop narratives (about these events) as a tool to construct meaning about mathematics education and to bridge the divide between theory and practice. Through this construction process they can exceed their practical experience and discuss important issues in teaching and learning. In this article we describe a six step curriculum design framework aimed at the construction of educational meaning through narratives and will touch on some arguments in favour of a narrative approach. (Contains 6 figures and 2 notes.)