The Mathematics Education Seminar Series presents

"Mathematics in Architecture Education: From Context Problems to Design Tasks"

Igor Verner, Technion - Israel Institute of Technology

Tuesday, December 13th, 3-4pm in Science Center Room 705

Abstract: Our study considers an applications-motivated mathematics curriculum for architecture colleges. At the first stage we developed a calculus course, based on the Realistic Mathematics Education approach. The course follow-up indicated the positive effect of integrating applications on motivation, understanding, creativity and interest in mathematics. However we did not found that the architecture students considerably applied mathematical knowledge acquired in the course in their senior design projects. This situation motivated us to develop a Mathematical Aspects in Architectural Design (MAAD) course based on the Mathematics as a Service Subject approach. The MAAD course offers mathematical learning as part of hands-on practice in the architecture design studio. The course focuses on the analysis of different types of geometrical forms used in architectural design and consists of three parts: (1) Arranging regular shapes to cover the plain (tessellations), (2) Bending bars and flat plates to form curve lines and surfaces (deformations), (3) Intersecting solids (constructions). Each of the parts includes learning mathematical concepts, practice in solving mathematical problems in architecture, and a design project. The MAAD course follow-up showed that the students expressed curiosity and motivation to the project experience, and interest to deepen in mathematical subjects. The majority of the students practically applied their background mathematical knowledge and the new concepts learned in the course in their projects. The correlation between the project grades for design and mathematics showed the tight integration of the two subjects in the course.