Now in observing the child in the case of a school room like setting and the outdoor environment, it was established that the child would actually be more comfortable learning in the outdoor environment. The child was seen to be more interactive in the outdoor environment and was open to exploring the setup given to the child to count, such as pebbles in a more open way compared to how he handled the mini toys. The pebbles were part of an everyday environment the child was used to, so when that was combined with mathematical tasks such as counting and conservation, the child was able to apply his skills better. A second major observation found was that in the context of a mathematical activity set up, a new set up might tend to make the child have a learning curve to the setup. So in the context of understanding a new technique in different ways that using a min toy or by using other things, the child might take some time to understand the setup. However, it was interesting that the child did not face such a need for a learning curve when he was given math activities outdoors. The only explanation could be that the child was used to working on similar activities outside. On querying with the mother, she confirmed that the child and she have played with pebbles, counting them from one to ten etc. Thus, this could also be the reason why the child needed fewer prompts when learning in the outdoor environment.