2. Do different students address different components of the problem? Do they work on the project teams to bring together their findings, and, if so, how?
We build problems like the restaurant problem so that students can come in at different levels of skill, and come in with different experiences to add to the problem. If they happen to be interested in developing their math skills and you can't convince them of expanding their horizons at all, then they are going to go into the math. But it won't be long before they're crossing over the lines of subject areas and getting involved in many different components of the problem in spite of themselves.
