![]() ![]() The second question was asked when the Intermediate Value Theorem was introduced. It does not require explanations or reasoning. “What’s the limit as x goes to zero of positive x squared?” was asked when they discussed the task. The question only requires students to have a simple short answer of zero. Mesa and her colleagues (2014) used the term routine for questions that students know how to procedurally figure out the answer using information given in the class and novel for questions that students are required to explain new and old connections between mathematical notions. We used two terms from the literature ─ novel and routine. These questions are important parts of class practices because they can sustain pressure for explanations and promote higher level mathematical thinking or they can routinized the tasks and seek only correct answers (Boston & Smith, 2009). Mathematical Questions Asked during Discussion of Implemented Tasksīoth mathematicians asked mathematical questions. Hence, we examined class discussion of each task to determine how these factors influenced cognitive levels.
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