In inclusive education, all learners should be enabled to develop their individual potential. With respect to mathematical difficulties, there are already numerous concepts for inclusive classrooms. In contrast, the promotion of mathematical potential often takes place outside the classroom in exclusive learning situations. This allows only few opportunities for cooperation and negotiation between all learners in classroom. In the research reported here, learning environments for inclusive education had been designed to promote mathematical potential as well as the participation of all learners. The paper focuses on children’s cooperative negotiation processes in inclusive learning settings with special focus on mathematical potentials.