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The questions addressed in this paper are: how do students interpret the non-solution problems as a mathematical practice in the classroom? What kinds of arguments do the students offer? To deal with these questions the utterances of students working in the classroom with problems in which they had to look for general relations in order to argue such things as "there is no least positive fraction" or "it's impossible to tessellate a rectangle with some kind of pieces" are examined and discussed. (Contains 5 footnotes and 1 table.) [For complete proceedings, see ED500859.]