Art and Literature as a Teaching / Learning Interface of Mathematics for Students of Architecture (original) (raw)
Related papers
Teaching Mathematics in Architecture
Nexus Network Journal, 2005
offers a course entitled 'Mathematics in Architecture' for the third year students. In the beginning of the term, students are forced to imagine themselves as twodimensional creatures living in a two-dimensional space. At this point, fundamentals of architectural geometry are introduced first in the plane, simply by employing the set concept; mapping as a general tool is then introduced and students are asked to use mapping in their design to correlate the project requirements and geometry. Following that, the principles of isometries and isometric constructions are introduced. In the second part of the term, students are allowed to think in terms of three-dimensional space and topics related with the principles of similarities and proportions and symmetry are presented. In the final part of the course, students are forced to think themselves as three-dimensional creatures living in a four-dimensional space and this fourth dimension is sought. The last topic of the course is related with biomimicry in architecture and mathematics inherent in bioforms and man-made structures
A critical evaluation of mathematics courses in architectural education and practice
International Journal of Technology and Design …, 2010
Mathematics courses are integral part of architectural education. The content and objectives of these courses were determined in the Age of Enlightenment. Although conditions have changed since then, they still exist without being subjected to a radical revision. This study aims to introduce the necessary information for upgrading the content of mathematics courses to contemporary conditions. On these grounds, the historical conditions when these courses were first considered within architectural education are classified and then the content of existing mathematics courses are examined. Finally, the effects of mathematics and mathematics courses on the epistemology of the profession are scrutinized.
The Role of Mathematics in Architecture and Fine Arts: A Historical Overview, Problems and Prospects
Civil Engineering and Architecture, 2020
In this paper, the author investigates the role and contribution of pure and applied mathematics to architecture and fine arts in a unified manner. To this end, a thorough and explanatory historical overview of this diachronic and interdisciplinary topic, from the ages of ancient Mediterranean cultures to the so-called western civilization of the late twentieth century is presented. In this framework, the author first examines the fundamental role of traditional mathematics (e.g. Descriptive and Projective Geometry) in architectural design and fine arts, and in the sequel the discussion extends to the outstanding contribution of modern and computational mathematics (NURBS, Fractals, Boolean matrices, Graph Theory, etc.) to these issues. Besides, the important role of computer-aided design (CAD) is mentioned and emphasized. Indeed, CAD is an exceptional scientific and technological achievement, the scientific background of which is essentially a combination of Informatics, Discrete Mathematics and Descriptive Geometry. In addition, various existing problems that sometimes hinder the application of the science of mathematics to architecture and the fine arts are highlighted and demonstrated. Finally, given that the most appropriate mathematical background for the graduate studies in architectural schools along with the schools of fine arts is a very difficult and rather questionable issue, some suggestions are made in order to encourage and strengthen the relationship among applied mathematics, architecture and fine arts.
Mathematics Courses and New Emerging Design Tool an Overview of Architectural Education in Indonesia
Dimensi: Journal of Architecture and Built Environment, 2008
Since the beginning, mathematics courses are inherent within architecture education. In Indonesia, the legacy from Dutch education system has influenced most of the architectural schools and this courses stand as one of basic engineering courses for architecture education system. This situation has been remaining well adopted until recently, some of architectural schools are tailoring mathematics to shape with contemporary challenges particularly regards to the digital tools. This paper aims to present brief information about mathematics courses in architectural schools in Indonesia, the importance of mathematics in learning digital design tools and propose thoughts to upgrade mathematics content in architectural education towards new emerging design tools.
Juxtaposition of architecture and mathematics for elementary school students
This paper discusses the Archimath programme, which was designed to develop awareness of the built environment in elementary school students, and to initiate an effort to improve it. Acknowledging the relationship between education and awareness of the environment, the programme was constructed for use with elementary school students selected from fourth to eighth grades, as an integrated mathematics and architecture programme. It includes topics from an introductory course for architecture majors and from the elementary mathematics curriculum. The programme was implemented in several pilot schools in Istanbul and was evaluated in accordance with activity sheets, pre- and postperception tests, and the views and comments of the teachers who carried out the programme. It was revised and reorganized in accordance with this feedback and then implemented again on different groups of students in the selected schools. This paper discusses how the programme was conceived and developed.
Architecture and Mathematics: Art, Music and Science
1998
It is a great pleasure to write a paper about architecture and mathematics on the occasion of the conference, Bridges: Mathematical Connections in Art, Music and Science. It is architecture's intimate relationship to mathematics that underscores its ties to art, music and science. The subject is too vast to lie within the range of a single discussion; this paper will look at some facets of these various relationships with the aim of introducing the reader to ideas meriting further study.
Designing a Problem-Based Learning Course of Mathematics for Architects
Nexus Network Journal, 2005
In the past nine years, the teaching model of the Instituto Tecnológico y de Estudios Superiores de Monterrey has rapidly evolved, taking into account the development of abilities, attitudes and values without forgetting the development of knowledge. The mathematics for architecture course was redesigned, using problem-based learning and an intensive application of computer technology to overcoming those difficulties. Now, the main purpose is to develop a mathematical, physical and technological culture in students of architecture to allow them to analyze and solve complex problems related to mathematics in architecture and design. The course was planned and implemented for the first semester of the architecture program and is actually related (through curriculum integration) to future courses which require specific mathematical applications.
Idealogy Journal, 2018
The purpose of this research is to measure the effectiveness of constructivist learning approach in structural study specifically for architecture students. Theoretically, improving student’s performance in mathematics is challenging for today education. In architectural education, structural study is part of the non- design courses in the syllabus under the area of technology and environment and it involve in mathematical calculations. In the context of typical classrooms that adopt conventional teaching method, students are usually taught using structured rules based on the given academic syllabus. However, teaching architecture students need a different approach. This is because architecture students learn by understanding the application into practice rather than by only solving the principleproblem. Purposive sampling which is the Torrance Test of Creative Thinking (TTCT) was selected as the method of the study and teaching experiment was conducted. In the experimental structur...
Reflection of mathematical concepts and theories on art
Global Journal of Arts Education
The source of mathematics and art is nature. In everything that is visible or invisible in nature, there is a certain order and arrangement. While science and mathematics use evidence in the process of understanding nature, the desire to create beauty has formed art. As a problem question, do we need mathematics to create beauty? Galilei's expression that 'Nature's book is written with mathematics' can be a response to that question. Maths allows us to get to know nature better by enabling us to measure and calculate the formal features of objects in nature, their ways of functioning and thus to be able to create successful designs in the fields of architecture and arts. As a result, although mathematics and art are different fields, like mathematics, art abstracts and reinterprets nature. In this study, it has been aimed to analyse the effects of mathematics and developments in the field of mathematics on various branches of art and architecture in the 21st century. The works carried out in the branch of architecture and plastic arts where the relationship between mathematics and art are exemplified examine the literature on the relationship between mathematics and art as a method.
Nexus 2002 Round Table Discussion: Mathematics in the Architecture Curriculum
Nexus Network Journal, 2002
The round table discussion on mathematics in the architecture curriculum took place at the Nexus 2002 conference, 17 June 2002. Moderated by Judith Flagg Moran, panel members discussed issues pertinent to teaching mathematics to architecture students. This paper is the transcription of the audio tapes made of the discussion. JUDY MORAN: The questions [for the round table] address the role of mathematics in architecture education. We originally had four questions: Is mathematics a necessary part of the education of an architect? What effect does the increasing use of computers have on the mathematics that an architect needs to know? What kind of skills are required at the secondary level to prepare students adequately to prepare students to do architectural work at university? What role can architecture play in mathematics education? The fourth question, What role can architecture play in mathematics education?, we have actually sort of shelved as maybe not as fertile, although I think that Steve Wassell is going to address that a tiny bit. And one other question suddenly seemed very paramount, and that was the assumption that we knew what we meant when we said "mathematics" and that's what I would like to talk about a little bit and then the panelists will each take about 5 or 6 minutes to talk about address one specific area of those questions. We'll have a little conversation among ourselves and then jump in with both feet and have a bigger conversation. I am not only not an architect, Trinity College has no architecture program, I'm not involved in the education of architects, but I've been listening real hard for two days and what I have heard, I really enjoyed Lionel [March]'s paper so much of course, as a mathematician, but what I'm hearing is lots of mathematics involved but not so much what we have traditionally have thought of, or what I have come to the meeting thinking of, proportion, although that's certainly still very important, in lots of papers we talked about that; geometry (I am a geometer, by the way, I work in filling space, tiling, so I guess that's my tie to this group); calculus; number and relationships of number, and we've heard papers, some very wonderful paper, addressing those ideas, but we've also heard of branches of mathematics that we might not have thought of: graph theory, because that's the branch of mathematics that describes connections, so if you want to know how to connect all the parts of your building, graph theory can be very useful in modeling. Combinatorics, which Lionel used to enumerate all the possibilities of solutions; group theory, to distinguish the different kinds of configurations, that could be very useful; topology, a fairly new branch of mathematics, only about a century old, which talks about distorting spaces while maintaining their connections, and