An Inquiry into Relationships with Mathematics: How Identities and Personal Ways of Knowing Mediate and Respond to Mathematics Content Experiences

The knowledge-base of teacher education contains substantial information and recommendations for effective professional development (both in- and pre-service), such as, for mathematics teacher education, a strong content focus grounded in the mathematics teachers will address within the curriculum. However these programs are only half the equation. The participants in any professional development are an unknown. We have little understanding of why and how different participants value different experiences. Because of the current challenges faced by middle school mathematics teachers, this inquiry uses a new research-based in-service master's program in middle school mathematics as a context to explore this unknown. Challenging culturally embedded views of what it means to know mathematics, this research began with the assumption that, in part, what teachers know and how content is experienced are consequences of teachers' dynamic relationships with the discipline. This relationship represents the interaction, around the content, of identity formation and the personal process of coming to know mathematics. This exploration draws on Wenger's (1998) constructs of identity--in terms of historical experiences/perspectives and participation in the school mathematics community of practice--and Handa's (2006) constructs of coming to know--as the processes of developing propositional knowledge, developing intimate understanding, or their combination--to develop rich, complex stories around two elementary-certified middle school teachers' relationships with mathematics. The starting assumption behind this research was supported as identities and ways of knowing proved invaluable in understanding the growth that occurred, and the difficulties these teachers encountered, in the doing of mathematics. These relationships also evolved in response to their experiences. As courses were experienced and valued according to these two teachers' relationships rather than by program designers' intended purposes, this suggests that to facilitate growth, programs will benefit from incorporating and promoting explicit opportunities for each teacher to understand, respect, and critically examine her own relationship with mathematics. Supporting teachers as they engage in this challenging work also seems critical

Optimization of Operation Sequencing in CAPP Using Hybrid Genetic Algorithm and Simulated Annealing Approach

In any CAPP system, one of the most important process planning functions is selection of the operations and corresponding machines in order to generate the optimal operation sequence. In this paper, the hybrid GA-SA algorithm is used to solve this combinatorial optimization NP (Non-deterministic Polynomial) problem. The network representation is adopted to describe operation and sequencing flexibility in process planning and the mathematical model for process planning is described with the objective of minimizing the production time. Experimental results show effectiveness of the hybrid algorithm that, in comparison with the GA and SA standalone algorithms, gives optimal operation sequence with lesser computational time and lesser number of iterations

Optimization of Operation Sequencing in CAPP Using Hybrid Genetic Algorithm and Simulated Annealing Approach

In any CAPP system, one of the most important process planning functions is selection of the operations and corresponding machines in order to generate the optimal operation sequence. In this paper, the hybrid GA-SA algorithm is used to solve this combinatorial optimization NP (Non-deterministic Polynomial) problem. The network representation is adopted to describe operation and sequencing flexibility in process planning and the mathematical model for process planning is described with the objective of minimizing the production time. Experimental results show effectiveness of the hybrid algorithm that, in comparison with the GA and SA standalone algorithms, gives optimal operation sequence with lesser computational time and lesser number of iterations

Autonomous Navigation of Automated Guided Vehicle Using Monocular Camera

This paper presents a hybrid control algorithm for Automated Guided Vehicle (AGV) consisting of two independent control loops: Position Based Control (PBC) for global navigation within manufacturing environment and Image Based Visual Servoing (IBVS) for fine motions needed for accurate steering towards loading/unloading point. The proposed hybrid control separates the initial transportation task into global navigation towards the goal point, and fine motion from the goal point to the loading/unloading point. In this manner, the need for artificial landmarks or accurate map of the environment is bypassed. Initial experimental results show the usefulness of the proposed approach.COBISS.SR-ID 27383808

Autonomous Navigation of Automated Guided Vehicle Using Monocular Camera

This paper presents a hybrid control algorithm for Automated Guided Vehicle (AGV) consisting of two independent control loops: Position Based Control (PBC) for global navigation within manufacturing environment and Image Based Visual Servoing (IBVS) for fine motions needed for accurate steering towards loading/unloading point. The proposed hybrid control separates the initial transportation task into global navigation towards the goal point, and fine motion from the goal point to the loading/unloading point. In this manner, the need for artificial landmarks or accurate map of the environment is bypassed. Initial experimental results show the usefulness of the proposed approach.COBISS.SR-ID 27383808