the class kept a collection of magnets, each inscribed with a different child’s name. When a new idea emerged, the teacher wrote it out—and attached its author’s name magnet above it. The innovation served multiple purposes. On an aesthetic level, it helped set off the students’ proposed solution methods from the other parts of the board. It also made discussion smoother. Talking about the area of triangles, it was easier to refer to “Nori’s hypothesis” than it was to constantly summarize its crux.
