“…Bauersfeld, Krummheuer and Voigt modified the sociological concepts in order to deal with the specifics of teaching and learning mathematics (Bauersfeld, 1980;Bauersfeld, Krummheuer, & Voigt, 1988;Krummheuer, 1983;Voigt, 1984) and focused their attention on the negotiation of mathematical meanings in the local events of classroom life (Voigt, 1995, p.166). By and by their working groups also focused on classroom situations comprehensively from the interactionist perspective (Krummheuer, 1992(Krummheuer, , 1995(Krummheuer, , 1997(Krummheuer, , 2000a(Krummheuer, ,b,c, 2002(Krummheuer, , 2007a(Krummheuer, ,b, 2011c(Krummheuer, , 2012Brandt, 2002Brandt, , 2004Brandt, , 2007Brandt, Fetzer & Schütte, 2010;Jungwirth & Krummheuer, 2006;Fetzer, 2007;Krummheuer & Brandt, 2001;Krummheuer & Voigt, 1991;Schreiber;Schütte, 2009;Voigt 1994Voigt , 1995. They drew attention to the "fundamental learning steps" which are facilitated by individuals during social interaction processes in primary school mathematics classrooms (Schütte & Krummheuer, 2012, pp.358-359).…”