Improve teaching of estimation.
Tweaking current practice, and exploring potential

Estimation is widely taught, K-graduate. But current best practice has some crippling gaps. But easily fixed ones. Beyond them, appears an opportunity for rough quantitative understanding to pervade content and learning.

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My focus

Teaching estimation? Use bounding.
Bounding (aka range-based estimation) appears to have much better social dynamics than point estimates, K-graduate.
Teaching estimation? Use landmarks.
Explicitly teaching landmarks (aka referents) permits using estimation on a much broader range of topics.
Rough-quantitative... active learning?
Rough-quantitative reasoning might provide a medium for collaborative inquiry and non-toy analysis, and thus for misunderstanding pruning and play. This would require uncrippling estimation best practice, K-graduate. And creating rough-quantitative descriptive content.
Landmarks and landscapes for rough-quantitative reasoning in introductory physics
A supplement, for getting beyond estimation drill and toy Fermi problems in PHYS 101.

Related topics

Range-based estimation discussion as scientific argumentation.
Each little step of incrementally narrowing bounds is a claim-evidence-dissent, and -evaluation, argument. With nice correctness constraints.

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