A number of universities and colleges have developed mathematics courses based on the relationship between architecture and mathematics. Igor Verner and Sarah Maor report on a study of learning mathematics in professional context in one of the architecture colleges in Israel, with a focus on assessment and educational research. This paper considers in detail applied contents and learning activities in the course and our way forward in order to discuss them with the NEXUS community. IntroductionThe past decade has been a period of increasing research and debate on the interaction between architecture and mathematics. The mutual contributions of architectural and mathematical thinking [Salingaros 1999;Aroni 1999] have been emphasized and illustrated by numerous examples in:Geometrical analysis of architectural objects, e.g., calculating dimensions, proportions, surfaces, and volumes as well as positioning and performing spatial transformations [Kappraff 1991;March 1998];Formal description and interpretation of architectural concepts and symbols such as incidence, infinity, symmetry and multi-scaling [Williams 1998;Bovill 1996]; Mathematical background concerning science and engineering aspects of architectural design and construction [Salvadori 1968;Rajchman 1998].A number of universities and colleges have developed mathematics courses based on the relationship between subjects such as the course described by Jay Kappraff [1991]. However, only minimal information is available on the educational aspects of these courses [Banerjee and De Graaf 1996]. There is a need for a comprehensive survey and empirical studies of mathematics curricula for architecture education. This would help to reduce a gap between supporters and detractors of mathematics education in architecture. This paper reports a study of learning mathematics in professional context in one of the architecture colleges in Israel. The effect of integrating architectural and structure design problems in the calculus curriculum on students' achievements and attitudes was examined. A previous paper of ours [2001] presented results of the study with focus on assessment and educational research. Here we will consider in more detail applied contents and learning activities in the course, and our way forward in order to discuss them with the NEXUS community. Case Study FrameworkArchitecture education in Israel is offered at university and college levels. The Ministry of Labour coordinates the architecture programme in colleges and certifies the graduates as practical architects for designing certain types of buildings. As part of this programme, the mathematics curriculum comprises basic concepts in algebra, geometry and trigonometry. IGOR M. VERNER and SARAH MAOR -The Effect of Integrating Design Problems on Learning MathematicsThe shortcomings of the curriculum were found through the long-term experience of teaching it in one of the architecture colleges. First, the curriculum provided only partial knowledge of that required for other disciplines and design a...
Integrating mathematics and architecture design curricula has resulted in a positive change in students' abilities to apply mathematics to architectural design. The authors developed the first-year calculus-with-applications course based on the Realistic Mathematics Education approach. In order to encourage students to use mathematics in design projects, the integration of mathematics and architecture education was continued by developing and evaluating the second-year Mathematical Aspects in Architectural Design course based on the Mathematics as a Service Subject approach. The paper considers three directions of geometrical complexity studied in the course with a focus on the process of project-based learning of curved surfaces.
This paper considers a Mathematical Aspects in Architectural Design course in a college of architecture. The course is based on experiential learning activities in the design studio. It focuses on designing architectural objects, when the design process is tackled from three geometrical complexity directions: tessellations, curve surfaces, and solids intersections. The students perform seminars, exercises, and projects in which they analyse and develop geometrical forms and implement them in design solutions. Students achievements in design and mathematics are assessed. The course follow-up indicated that the students used mathematics as a source of complex geometrical forms and a tool for designing efficient solutions.
This paper reports an attempt to improve results in the mathematics course in one of the architecture colleges in Israel through practise in applications. The e ect of integrating structure design problems in the calculus curriculum on students' achievements and attitudes was examined. The applied topics in the curriculum were connected to calculus topics and studied through problembased learning activities. The integrated curriculum was implemented and the learning results in experimental and control groups were assessed by means of achievement tests, attitude questionnaires and student interviews. The learning achievements in the experimental group proved to be signi®cantly higher than in the control group. The positive impact of learning applications on motivation, understanding, creativity and interest in mathematics is indicated.
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