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The empirical research questions formulated in Chapter 5 concern the effects of a teaching-learning arrangement on (RQ1) the mathematizing side and (RQ2) the reflective side of mathematical literacy, as well as (RQ3) the interplay of mathematizing and reflective activity. The three empirical Chapters 7, 8, and 9 each provide some elements of answers to the research questions. None of those chapters, however, can be precisely mapped to a single research question. Instead, Chapter 7 mainly focuses on the starting points of learners’ development by investigating their use of intuitive situative mathematizing concepts.
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