#### 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

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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.
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