The aim of inclusive teaching is to enable all children to develop their individual potential to the full. There are already a variety of inclusive learning environments and concepts in the context of mathematical difficulties. However, the promotion of mathematical potential in inclusive lessons often takes place outside the classroom or in exclusive learning situations, which opens up few opportunities for professional exchange and productive learning with and from each other for all children in a learning group.

The research project investigates potential-oriented support in inclusive lessons within the framework of parallelized learning environments. Subject-specific negotiation and cooperation processes are reconstructed from an epistemologically oriented, interpretative research perspective.