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Abstract
This paper reports an innovative assessment feedback tool - the mathsmap - and describes how two pre-service teachers made sense of this personalised diagnostic map to reflect on their own subject knowledge in mathematics. The mathsmap provided both a summative and a diagnostic profile of their attainment and errors across the mathematics curriculum required for teacher training. The use of the mathsmap to reflect learning on a personal level is seen to also provoke 'accounts' or 'stories' that might inform pedagogical content knowledge: in making their mathsmap comprehensible to themselves, the teachers needed to account for their own knowledge-troubles, that is, to narrate their metacognition.