The interaction between mathematics and architecture

Сергеева, Елена Вячеславовна; Moskvina, E.A.; Torshina, O.A.

doi:10.1088/1757-899x/675/1/012018

Cited by 5 publications

(5 citation statements)

References 7 publications

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“…Architects need good mathematical competence. It is essential for architects to possess strong mathematical skills, such as calculating the robustness of a structure or finding the optimal way of stabilizing a structure, and so on [26]. Furthermore, the architectural design process involves multistep stages and processes of spatial adjustments, switching between perspectives and so on [27].…”

Section: Imagery (Im)mentioning

confidence: 99%

Enhancing Spatial Ability among Undergraduate First-Year Engineering and Architecture Students

Porat,

Ceobanu

2024

Education Sciences

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Spatial ability (SA) refers to the ability to generate, retain and manipulate abstract visual images in one’s head. Research of this ability conducted during the last few decades had shown that SA is an essential ability to the development of mathematical skills in children. Later studies addressed adult SA development and accordingly found that SA was a predictor of success in Science, Technology, Engineering and Mathematics (STEM) fields of academic studies. Recently, focus has also been directed to another related field which is architecture. This group has not been extensively researched in relation to its spatial thinking abilities. The current research examines the efficiency of a new training program aimed at improving engineering and architecture student’s SA abilities. This program was based on previous intervention programs but was innovative in its combination of both traditional and computer-based teaching methods and combining frontal learning, hands on model building and augmented reality (AR) tools, all in a short program of 20 h. We asked whether the training program will be effective in improving student’s SA ability and whether this improvement will remain across different factors such as gender, faculty and math level. The results showed a significant improvement in SA abilities among the students who took the training program, compared with the control group. These results were true for both engineering and architecture students. Moreover, the results showed the training program to be efficient regardless of gender or prior math level.

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Section: Imagery (Im)mentioning

confidence: 99%

Enhancing Spatial Ability among Undergraduate First-Year Engineering and Architecture Students

Porat,

Ceobanu

2024

Education Sciences

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“…Architects need good mathematical competences. For example, they need to be able to find the strength of a certain structure or identify the optimal way of stabilizing a structure, and so on (Sergeeva et al, 2019). Furthermore, when architects design a building, they perform a multi-step process of manipulating spatial configurations, switching between perspective and so on (Cross, 2011).…”

Section: Sa and Other Abilitiesmentioning

confidence: 99%

Spatial Ability: Understanding The Past, Looking Into The Future

Porat,

Ceobanu

2023

The European Proceedings of Educational Sciences

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Spatial ability (SA) refers to the ability to generate, retain and manipulate abstract visual images. From 1880 to 1940 SA was gradually understood and defined as an independent, unique ability and justly included as one of Gardner's types of intelligences. Later, Maier improved Gardner's model by distinguishing between five types of spatial abilities and intelligence: Spatial perception, Visualization, Mental rotation, Spatial relations and Spatial orientation. During the 70's and 80's the developmental attributes of the term were addressed. Those studies wished to understand how and when SA develops and naturally were directed mostly at children as subjects. Those studies revealed that SA is an essential ability to the development of mathematical skills. Later developmental studies addressed adult SA development and accordingly found that SA was a predictor of success in STEM fields of academic studies. Furthermore, during those years psychometric studies started to develop standardized tests to measure SA. Starting from the 80's and up to now, a great deal of research is being directed at technology and the way it influences SA development. These studies direct special attention at studying how new technologies such as computer games and VR affect SA measuring and training. The current research wishes to continue the rich tradition of this field of studies and draws attention to first year engineering and architecture students. It seeks to investigate how to best train their SA and the way this training will influence future achievements on both fields.

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“…Thus, research highlighted SA's role as a key predictor of success in STEM disciplines among college students [15]. A prevailing theory suggests that mathematical thinking is inherently bolstered by spatial-mental representations, enhancing problem-solving capabilities [16]. Recent academic endeavors have emphasized architecture, highlighting the crucial role of SA in architectural practices [16].…”

Section: Introductionmentioning

confidence: 99%

“…A prevailing theory suggests that mathematical thinking is inherently bolstered by spatial-mental representations, enhancing problem-solving capabilities [16]. Recent academic endeavors have emphasized architecture, highlighting the crucial role of SA in architectural practices [16]. Architects, responsible for design and evaluation, require a harmonious blend of mathematical and spatial skills [17].…”

Section: Introductionmentioning

confidence: 99%

Enhancing Spatial Ability: A New Integrated Hybrid Training Approach for Engineering and Architecture Students

Porat,

Ceobanu

2024

Education Sciences

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Spatial ability (SA) is the mental ability to create, maintain, and manipulate abstract visual representations. Studies have shown that SA is a strong predictor of success in the fields of science, technology, engineering, and mathematics (STEM). More recently, attention has extended to the field of architecture, a discipline where spatial thinking skills are fundamental, yet students in this field have not been extensively examined in terms of their spatial abilities. Therefore, SA skills are essential for students in engineering and architecture during their initial academic phases. This research was conducted within an interdisciplinary academic college and describes in detail a new integrated and hybrid training program that is part of a recent mixed-methods study. This program was built to effectively enhance the SA of first-year undergraduate students in a cost-effective manner, using a multi-method teaching strategy. The training program spanned more than 20 h across four sessions. This article focuses on the training methodology, encompassing four key phases, and serves as a complementary article to the one that was just published separately, describing the effectiveness of this intervention program as measured using SA standard tests. Notably, in certain scenarios, these phases were combined rather than being standalone independent modules. The traditional teaching method (TTM) lays the foundation for SA knowledge via lectures and collaborative interactions. Subsequently, computer-based learning (CBL), using tools such as SketchUp and GeoGebra, facilitates in-depth virtual geometric exploration. Augmented reality (AR) training offers an immersive learning experience, allowing students to interact with 3D objects in real-world environments. Finally, the building real model (BRM) phase transforms 2D designs into tangible 3D structures. This study highlights the comprehensive training approach, emphasizing the robust learning environment facilitated by integrating these phases as part of the full mixed-methods research. The suggested integrated training program was qualitatively explored through post-intervention evaluations to understand participants’ experiences and perceptions.

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The interaction between mathematics and architecture

Cited by 5 publications

References 7 publications

Enhancing Spatial Ability among Undergraduate First-Year Engineering and Architecture Students

Enhancing Spatial Ability among Undergraduate First-Year Engineering and Architecture Students

Spatial Ability: Understanding The Past, Looking Into The Future

Enhancing Spatial Ability: A New Integrated Hybrid Training Approach for Engineering and Architecture Students

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