Abstract
Architecture, unlike other scientific disciplines, can be used as a never-ending source of numerical, algebraic, geometric, analytic and topologic problems, to name just a few fields of mathematics. A modern concept of architecture should necessarily include mathematics for its comprehension. Reciprocally, the teaching of mathematics in architecture should be based on the constructive event to be effective. Interdisciplinary education provides a positive stimulus for both teachers and students, resulting in a much more persistent and interesting training. It is obvious that mathematical knowledge acquired inside an architectural environment is more likely to be applied by future architects after their university studies. As an example of this way of learning mathematics, in this paper we will show some ideas and mathematical concepts related to one of the more complex branches of architecture: restoration, repair, and maintenance of Gothic buildings.
First published as: Elena Marchetti and Luisa Rossi Costa , “What Geometries in Milan Cathedral ?”, pp. 63–76 in Nexus VI: Architecture and Mathematics, Sylvie Duvernoy and Orietta Pedemonte, eds. Turin: Kim Williams Books, 2006.
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Marchetti, E., Costa, L.R. (2015). What Geometries in Milan Cathedral ?. In: Williams, K., Ostwald, M. (eds) Architecture and Mathematics from Antiquity to the Future. Birkhäuser, Cham. https://doi.org/10.1007/978-3-319-00137-1_35
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DOI: https://doi.org/10.1007/978-3-319-00137-1_35
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