“…This attempt at transferring quantitative skills has not been successful, mainly because of the lack of adequate integration of mathematical "skills" or "tasks" within the particular applied context (Verschaffel et al, 2000;Evans, 1999). Departments interested in building the quantitative skills of their students have recently taken various courses of action; some departments have developed a sequence of courses in which quantitative skills are developed (Paola et al, 2000), some departments offer a specific course that focuses on mathematical approaches to problem solving in geology and chemistry (for example, see Vacher, 2000), some departments teach a shadow course taken concurrently with a calculus course (for example, see Lutz and Srogi, 2000), and some departments focus on student projects throughout the curriculum (for example, see Keller et al, 2000).…”