Mathematical images in advertising: constructing difference and shaping identity, in global consumer culture

Mathematics educators have long emphasised the importance of attitudes and feelings towards mathematics, as crucial in motivating (or not) its learning and use, and as influenced in turn by its social images. This paper is about images of mathematics. Our search for advertisements containing such images of in UK daily newspapers, during 2006-2008, found that 4.7% of editions included a ‘mathematical’ advert, compared with 1.7% in pilot work for 1994-2003. The incidence varied across type of newspaper, being correlated with class and gender profiles of the readership. Three-quarters of advertisements were classified as containing only very simple mathematics. ‘Semiotic-discursive’ analysis of selected advertisements suggests that they draw on mathematics not to inform, but to connote qualities like precision, certainty and authority. We discuss the discourse on mathematics in advertising as ‘quasi-pedagogic’ discourse, and argue that its oversimplified forms, being empty of mathematical content, become powerful means for regulating and ‘pedagogising’ today’s global consumers

Assisting the development of innovative responsive façade elements using building performance simulation

Thermal mass is usually positively associated with energy efficiency and thermal comfort in buildings. However, the slow response of heavyweight constructions is not beneficial at all times, as these dynamic effects may actually also increase heating and cooling energy demand during intermittent operation or can cause unwanted discomfort. This study investigates the potential of energy simulations to support the exploration-driven development of two innovative responsive building elements: “Spong3D” and “Convective Concrete”. Both use fluid flow (Spong3D: water, Convective Concrete: air) inside the construction to reduce building energy demand by exploiting the use of natural energy sinks and sources in the ambient environment, aiming to make more intelligent use of thermal mass. During the development of these concepts, different simulation tools were used alongside experiments for e.g. materials selection, climate analysis, comfort prediction and risk assessment. By presenting the results from a series of simulation studies and by reflecting on their application, this paper shows how computational building performance analyses can play a useful role in ill-defined R&D processes.Design of ConstrutionDesign Informatic

Assisting the development of innovative responsive façade elements using building performance simulation

Thermal mass is usually positively associated with energy efficiency and thermal comfort in buildings. However, the slow response of heavyweight constructions is not beneficial at all times, as these dynamic effects may actually also increase heating and cooling energy demand during intermittent operation or can cause unwanted discomfort. This study investigates the potential of energy simulations to support the exploration-driven development of two innovative responsive building elements: “Spong3D” and “Convective Concrete”. Both use fluid flow (Spong3D: water, Convective Concrete: air) inside the construction to reduce building energy demand by exploiting the use of natural energy sinks and sources in the ambient environment, aiming to make more intelligent use of thermal mass. During the development of these concepts, different simulation tools were used alongside experiments for e.g. materials selection, climate analysis, comfort prediction and risk assessment. By presenting the results from a series of simulation studies and by reflecting on their application, this paper shows how computational building performance analyses can play a useful role in ill-defined R&D processes

Mapping the effects of policy on mathematics teacher education

This paper is closed access.Changes in school mathematics curricula, pedagogy and assessment, and as a consequence the pressure for changes in initial teacher preparation, are consequences both of government policy initiatives and pressure from unofficial agents such as the research community, teachers and others, though with great variation across the world. In the case of England, it has resulted in strong regulation, including inspection, of initial teacher education too. In this article, I draw on sociological theory to help in mapping the relations between official and unofficial agents and in interpreting the effects on mathematics teacher educators, in particular. The article draws in the main on the changing position in England over the last decade or so, and a case study analysis is carried out of a key official document to illustrate the application of theoretical tools provided by sociologists and others for examining the relations between agents and agencies and on their consequences. © 2012 Springer Science+Business Media B.V