We often observe children in the classroom working hard in pursuit of a knotty concept that they’ve encountered. The child (or children) may become deeply interested in working out the problem, studying it for a lengthy period of time, or returning to the work until satisfied. Perhaps this process is a way to figure something out, to confirm or deny the truth of that something. Creating an “inventory” of what one knows, or what one is trying to know, may help someone to consider the concept from many angles, to see all sides of an idea. Maybe an inventory leads to the consolidation of a concept in one’s mind, so that new, more sophisticated knowledge can develop.

This Oak Room student is interested in large numbers and understands that many individual numbers collectively stand for a larger one.

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