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One of the main goals of research in (mathematics) education is the generation of knowledge on processes of teaching and learning. The approaches of many research projects in German-speaking countries that contributed to achieving this goal during recent decades are diverse. Many of these projects are characterized by narrowly focusing on distinctive phenomena within learning and teaching mathematics, by taking a multi-step approach that develops theory in a series of consecutive studies (oftendoi:10.5281/zenodo.3941602 fatcat:qir3bvqf2bghrfknriyxlbmkza