• Research in Mathematical Education
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• v.2 no.1
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• pp.13-19
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• 1998

The What-If-Not strategy as proposed by Brown & Walter (1969) is one of the most effective strategies for problem posing. However, it has focused only on the aspect of algorithms for generating problems. The aim of this strategy and how it is used to accomplish the aim of the challenging phase are not clear. We need to clarify the aim of the What-If-Not strategy and to establish the process of the strategy for accomplishing the aim. The purpose of this article is to offer a new What-If-Not strategy by clarifying the aim of the challenging phase.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.2
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• pp.285-299
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• 2013

Problem posing activity of which a learner reinterprets an original problem via a new problem suggested, is a learning method which encourages an active participation and approves self-directed learning ability of the learner. Especially gifted students need to get used to a creative attitude to modify or reinterpret various mathematical materials found in everyday usual lives creatively in steady manner via such empirical experience beyond the question making level of the textbook. This paper verifies the possibility of lesson on question making strategy utilization for creativity development of gifted class, and analyzes various cases of students' trials to modify the rules of a board game called Rummikub in application of their own mathematics after learning What-If-Not strategy.

• School Mathematics
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• v.13 no.1
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• pp.175-187
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• 2011

The purpose of this study is to develop and utilize various kinds of mathematics teaching materials for gifted class in elementary school by utilizing polyominoes and a what-if-not strategy. Blokus is used to let students understand the characteristics of polyominoes, and omok is utilized to let them grasp interior point. Thus, the activities that utilized the new materials, blokus and omok, are developed to teach Pick's theorem. Besides, recreation activities were additionally prepared to provide education in an easy, intriguing and creative manner. The findings of the study is as follows: First, each of the materials was utilized in a different manner when the students engaged in basic and enrichment learning. Second, the mathematically gifted students were able to discover Pick's theorem in the course of utilizing the materials that contained recreational elements. Third, the students were taught to foster their problem-solving skills about area, girth and interior point by making use of the materials that were designed to be linked to each other. Fourth, existing programs were just designed to attain particular objects, to be conducted at a fixed time and to cater to particular graders. Fifth, when the students made problems by making use of the what if (not) strategy and the materials, they responded in diverse ways and were able to apply them.

• The KIPS Transactions:PartD
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• v.17D no.2
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• pp.87-102
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• 2010

A vast amount of traffic data is produced every day from detection devices but this data includes a considerable amount of errors and missing values. Moreover, this information is periodically deleted before it could be used as important analysis information. Therefore, this paper discusses the implementation of an integrated traffic history database system that continuously stores the traffic data as a multidimensional model and increases the validity and completeness of the data via a flow of processing steps, and provides a what-if analysis function. The implemented system provides various techniques to correct errors and missing data patterns, and a what-if analysis function that enables the analysis of results under various conditions by allowing the flexible definition of various process related environment variables and combinations of the processing flows. Such what-if analysis functions dramatically increase the usability of traffic data but are not provided by other traffic data systems. Experimantal results for cleaning the traffic history data showed that it provides superior performance in terms of validity and completeness.

• Communications of Mathematical Education
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• v.37 no.4
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• pp.653-674
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• 2023

The development of mathematical problem solving ability and the making(transforming) mathematical problems are consistently emphasized in the mathematics curriculum. However, research on the problem making methods or the analysis of the characteristics of problem making methods itself is not yet active in mathematics education in Korea. In this study, we concretize the method of deductive problem making(DPM) in a different direction from the what-if-not method proposed by Brown & Walter, and present the characteristics and phases of this method. Since in DPM the components of the problem solving process of the initial problem are changed and problems are made by going backwards from the phases of problem solving procedure, so the problem solving process precedes the formulating problem. The DPM is related to the verifying and expanding the results of problem solving in the reflection phase of problem solving. And when a teacher wants to transform or expand an initial problem for practice problems or tests, etc., DPM can be used.

• THE INTERNATIONAL COMMERCE & LAW REVIEW
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• v.51
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• pp.55-78
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• 2011

This paper has derived some problems relating to the use of letters of intent which are common occurrence in the international contracts after considering its nature and legal issues. As reviewed before, some problems may occur when a party has documented a stage in the negotiations by letters of intent. Such documents may well explicitly spell out if, and to what extent, the parties should be bound by what they have already agreed or to carry on negotiations in order to reach the final contract. But if the documents are silent, some problems would arise. Contracting parties are therefore well advised to spell out if, and to what extent, they should be bound by such preliminary agreements. Here again, it might be prudent to explicitly set forth that the parties should not be bound until there is a final written contract signed by authorized representatives of the parties but that they shall abstain from such measures which may defeat their stated objective to reach final agreement, for example, by diminishing the value of performance under the contemplated contract.

• THE INTERNATIONAL COMMERCE & LAW REVIEW
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• v.32
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• pp.3-27
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• 2006

The Pennzoil case and the SME case illustrate the difficulties which originate from inadequate drafting of letters of intent. In both cases the judges had to face the crucial question as to whether or not a given letter of intent had a binding nature; they had in other words to decide whether the wills expressed in such letters still belonged to the pre-contractual stage, or whether their incorporation into a pre-contractual document meant that negotiations were over and binding obligations had already arisen for the parties. In other words, some problems may occur when a party has documented a stage in the negotiations by letters of intent. The letters may well explicitly spell out if, and to what extent, the parties should be bound by what they have already agreed or to carry on negotiations in order to reach the final contract. But if the letters are silent, some problems would arise. Contracting parties are, therefore, well advised to spell out if, and to what extent, they should be bound by such preliminary agreements. Here again, it might be prudent to explicitly set forth that the parties should not be bound until there is a final written contract signed by authorized representatives of the parties but that they shall abstain from such measures which may defeat their stated objective to reach final agreement, e.g. by diminishing the value of performance under the contemplated contract.

• East Asian mathematical journal
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• v.26 no.4
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• pp.463-485
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• 2010

The purpose of this paper is to investigate if the instruction using GSP to 4th graders for them to explore 'rectangles and making them' have an influence of understanding and retention of the knowledge, generation of the knowledge which is not dealt with during experimental treatment, and if they can reason based on what they have learned about it and about what has not been learned. According to the result from the data gained, learners in the experiment group show that they can retain, generate, reason better than ones in the comparison group.

• Korean Architects
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• s.532
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• pp.72-73
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• 2013

• Clinical Endoscopy
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• v.57 no.1
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• pp.53-55
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• 2024