Uta Häsel-Weide explains the theoretical background of solidified counting calculations, which are considered a central symptom of difficulties in learning mathematics. She develops and researches concrete possibilities for integrated teaching support, encouraging children to focus on the structure of numbers and tasks. The cooperatively designed support modules initiate interactions about mathematical relationships; the interpretations of the counting children and their partners are reconstructed and analyzed within the framework of the empirical study. The results of the study show that support facilitates processes of transition and stimulates structure-focused interpretations.