Two Mathematics Courses For Architecture College Students: From Context Problems To Design Tasks

This paper considers Mathematical Aspects in Architectural Design course in a college of architecture, which focuses on experiential learning activities in the design studio. The design process is tackled from three geometrical complexity directions: tessellations, curve surfaces, and subdividing space by solids. Mathematical needs in architecture design and relevant learning methods were selected from interviews with practicing architects and educational literature. The course evaluation was based on observations, attitude questionnaires, project portfolios and interviews. Portfolio's assessment criteria focused on the project contents, design solutions and mathematics applications. Results of the course follow-up revealed a variety of mathematically-defined complex geometrical shapes applied in students' design projects. The increased interest, challenge, motivation, self-learning and positive attitude towards application of mathematics in architectural design were demonstrated. The findings lead to the conclusion that continuous mathematics studies in the architecture education are required, in order to assimilate mathematical concepts and turn them into a practical tool in architecture design.