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An analysis of a student teacher’s lesson in multiplication for Norwegian second graders explored why the lesson did not succeed. Two interpretive frameworks were used to analyze the lesson: teaching as a complex cognitive activity and teaching as improvisation. The student teacher, Marte, believed in child-centered education and tried to create situations in the classroom where her children experienced success. The analysis of student and teacher exchanges showed that Marte’s class derailed because her pupils offered unexpected types of comments for which she was not prepared; she used the dialogue teaching method which created an unstable and unpredictable classroom environment; and in her responses to the unexpected answers she attended to the wrong things. She was also derailed due to lack of pedagogical content knowledge in mathematics. She was unable to interpret her pupils’ answers so that she could understand the kind of mathematical reasoning that produced these answers. This limited her ability to generate appropriate mathematical representations on the spot. In the next lesson, after reflecting on the first presentation, Marte reduced lesson complexity, made the lesson more structured and orderly and so was able to maintain control, improve her teaching, and still use the dialogue method. (Contains 25 references.) (JB)