Abstract
A student's ability to estimate discrete quantity has important implications for the development of mathematical power. Hofstadter (1985) and Paulos (1988) both suggest that the ability to estimate is intimately tied to the growth of understanding large numbers. This “feel” for large numbers allows students competently to consider questions about the relative magnitude of two quantities, realize absurdities when confronted with facts that are illogical, and become better-informed citizens when making decisions about important social policies (e.g., our country's $1 trillion budget, the number of trees it takes to produce a day's supply of newsprint, and how many tons of garbage are produced each week by our largest cities).
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