The study presented in this paper focusses on the mutual learning of mathematics in interaction for all children in inclusive mathematics classroom. Therefore, the concept of Support Systems will be adopted in order to reconstruct different Mathematical Support Systems in the mathematics classroom and to describe the possibilities for students to participate in mathematical negotiation processes. To describe mathematical learning processes, the interaction theory of mathematical learning and the cultural-historical theory, which both place social interaction at the center of (mathematical) learning, are used. This article in particular presents the Mathematical Support Format Reproduction, which develops between a teacher and a student (with special needs).