Roth and Lee claim that this led to forms of praxis (learning and teaching designs implemented in the classroom, and influenced by these ideas) in which students were encouraged to share their ways of doing mathematics, history, science, etc. with each other. In other words, students take part in the construction of consensual domains and "participate in the negotiation and institutionalisation of ... meaning". In effect, they are participating in "learning communities". Roth and Lee go on to analyse the contradictions inherent in this as a theoretically informed practice in education.