One of the best-known quotes in pedagogical literature is Maria Montessoris "Help me to do it myself." This citation can be applied to many open questions. For example, how to help students working autonomously on cognitively demanding tasks is not only an unanswered question in didactical literature, but there has also been relatively little research done in this area. This article reflects upon qualitatively oriented studies from the German research project DISUM and selected literature about "teacher interventions". Based on this, we propose, from a mathematically didactic point of view, a multi-dimensional framework, which allows us to identify central aspects of teacher interventions.