regular courses in mathematics and science, Sowder found that cognitive competency in understanding mathematical and science concepts was significantly higher for the students exposed to project designed courses.
The relation of cognitive competency development to science and mathematical classroom learning was also been examined by Kaplan (1991). According to Kaplan, mathematical concepts presented within disciplines outside mathematics are either assumed to be already familiar to the students, or else, they are regarded as being peripheral to the appreciation of the content of the nonmathematical lesson.
He states that because it is routinely included without regard for possible students' interpretations, the mathematical information may actually contribute to students' misconceptions rather than the students' enrichment in both the mathematics and the other discipline. The result of this is failure to foster cognitive development.
Directly related to Kaplan's study that examined geography in relation
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